By Marilyn Burns
A compendium of greater than 240 classroom-tested classes, this crucial source is helping academics construct pupil knowing and abilities and know how young children top examine math. during this 3rd version, Marilyn Burns has thoroughly revised the 1st part to mirror what she has realized through the years from her school room event with scholars and her expert improvement event with lecturers. This part has additionally been accelerated to handle those vital subject matters: instructing math vocabulary, incorporating writing into math guideline, linking review and guide, and utilizing kid's literature to coach key math suggestions. In a completely new part, Marilyn addresses a variety of questions she has bought through the years from effortless and heart university lecturers relating to school room administration and educational concerns.
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Additional resources for About Teaching Mathematics: A K-8 Resource, 3rd Edition
Rather than teaching by telling, teachers must structure learning activities that make use of physical materials, allow for social interaction, and provide opportunities for children to think, reason, and make sense of mathematics. You cannot talk a child into learning or tell a child to understand. 32 Part 1 Raising the Issues The Role of Manipulative Materials upplies of manipulative materials for teaching mathematics exist in most classrooms—tiles, cubes, pattern blocks, Cuisenaire rods, geoboards, tangrams, counters, and more.
What is the definition of a problem? A problem is a situation in which a person is seeking some goal and for which a suitable course of action is not immediately apparent. In the context of the mathematics curriculum, a problem is a situation requiring that mathematical skills, concepts, or processes be used to arrive at the goal. Whether a situation is a problem is an individual matter, depending on an individual’s reaction or relationship to that situation. The individual must understand the situation and be interested in resolving it, yet there must be Beyond Word Problems 17 some block preventing immediate resolution.
2. 3. 4. There is a perplexing situation that the student understands. The student is interested in finding a solution. The student is unable to proceed directly toward a solution. The solution requires use of mathematical ideas. Refer to these four criteria in answering these questions: 1. Was the Dealing in Horses problem a problem for you? Why or why not? Answer in terms of the four criteria. 2. Was finding the value of your first name a problem for you? Why or why not? 3. 00 words a problem for you?
About Teaching Mathematics: A K-8 Resource, 3rd Edition by Marilyn Burns