Offering practical guidance to teachers and novice teachers the authors explore a number of ways of helping children make sense of mathematics and suggest alternatives to the excessive use of worksheets.
Three themes appear throughout the book: building meaning for fractions and decimals through discussing and solving word problems the progression of children's strategies for solving fraction word problems and equations from direct modeling ...
Children's books provide an authentic context for using mathematics. They celebrate mathematics as a language for describing and framing our world. And they are also a nonthreatening vehicle for investigating...
Children Doing Mathematics provides a reliable and up to date review of the substantial recent work in children' mathematical understanding.
This is an indispensable volume for mathematics educators, researchers, curriculum developers, teachers and policymakers, including those who create standards, scope and sequences, and curricula for young children and professional teacher ...
" This easy-to-use resource includes fun activities, routines, and games inspired by children's books that challenge children to recognize and think more logically about the math all around them.
This book is a critically important contribution to the work underway to transform schooling for students who have historically been denied access to a quality education, specifically African American children.
Teaching Young Children Mathematics provides a comprehensive overview of mathematics instruction in the early childhood classroom.
Because Miss Brill didn't have the foggiest idea herself what dividing with fractions meant, she desperately read through the relevant section of the teacher's edition for her textbook. This did not help her understand division with ...
In Children's Mathematics: Cognitively Guided Instruction, Thomas Carpenter, Megan Franke, and Linda Levi helped tens of thousands of teachers understand children's intuitive problem-solving and computational processes. More important, the authors...
Grounded in current research, this classic book focuses on how teachers working with children ages 3 to 6 can find and build on the math inherent in children’s ideas in ways that are playful and intentional.