By Marilyn Burns
A compendium of greater than 240 classroom-tested classes, this crucial source is helping lecturers construct pupil realizing and talents and know the way teenagers most sensible research math. during this 3rd version, Marilyn Burns has thoroughly revised the 1st part to mirror what she has realized through the years from her lecture room adventure with scholars and her expert improvement event with lecturers. This part has additionally been multiplied to deal with those vital issues: instructing math vocabulary, incorporating writing into math guideline, linking evaluate and guide, and utilizing kid's literature to educate key math techniques. In a completely new part, Marilyn addresses quite a lot of questions she has obtained through the years from user-friendly and heart institution academics relating to school room administration and educational matters.
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Additional info for About Teaching Mathematics: A K-8 Resource, 3rd Edition
Sometimes you never are sure about a solution; life has no answer book. When solving problems in real life, you call upon all the resources you’ve developed in other situations, including knowledge, previous experience, intuition. You need to analyze, predict, make decisions, and evaluate. In order to function in our complex and ever changing society, people need to be able to solve a wide variety of problems. The elementary math curriculum must prepare children to become effective problem solvers.
Confusion is essential to the process. Yet in school, confusion is often seen negatively, as a hindrance How Children Learn Mathematics 29 rather than an opportunity for learning. It’s as if the goal for a child is to be right all the time, to complete papers correctly, to be successful continually. This makes no sense when the process of learning implies that some concepts have not yet been learned. Try the following experiment with cylindrical containers. Take two 5-by8-inch cards and roll each into a tube, rolling one the short way and the other the long way.
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? Why or why not? 4. Would these be problems for your students? 00 words: Yes No No Why? Do not confuse arithmetic exercises with problems. If a student meets a situation that calls for two-place multiplication and has not been taught an algorithm for this process, then this might be a problem for that student.
About Teaching Mathematics: A K-8 Resource, 3rd Edition by Marilyn Burns