Download or read book Acquisition of Mathematics Concepts and Processes written by Richard A. Lesh and published by . This book was released on 1983 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Acquisition of Complex Arithmetic Skills and Higher Order Mathematics Concepts written by David C. Geary and published by Academic Press. This book was released on 2017-08-01 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts focuses on typical and atypical learning of complex arithmetic skills and higher-order math concepts. As part of the series Mathematical Cognition and Learning, this volume covers recent advances in the understanding of children's developing competencies with whole-number arithmetic, fractions, and rational numbers. Each chapter covers these topics from multiple perspectives, including genetic disorders, cognition, instruction, and neural networks. - Covers innovative measures and recent methodological advances in mathematical thinking and learning - Contains contributions that improve instruction and education in these domains - Informs policy aimed at increasing the level of mathematical proficiency in the general public
Download or read book Mathematics Education written by Lyn D. English and published by Routledge. This book was released on 2012-12-06 with total page 365 pages. Available in PDF, EPUB and Kindle. Book excerpt: To define better techniques of mathematics education, this book combines a knowledge of cognitive science with mathematics curriculum theory and research. The concept of the human reasoning process has been changed fundamentally by cognitive science in the last two decades. The role of memory retrieval, domain-specific and domain-general skills, analogy, and mental models is better understood now than previously. The authors believe that cognitive science provides the most accurate account thus far of the actual processes that people use in mathematics and offers the best potential for genuine increases in efficiency. As such, they suggest that a cognitive science approach enables constructivist ideas to be analyzed and further developed in the search for greater understanding of children's mathematical learning. Not simply an application of cognitive science, however, this book provides a new perspective on mathematics education by examining the nature of mathematical concepts and processes, how and why they are taught, why certain approaches appear more effective than others, and how children might be assisted to become more mathematically powerful. The authors use recent theories of analogy and knowledge representation -- combined with research on teaching practice -- to find ways of helping children form links and correspondences between different concepts, so as to overcome problems associated with fragmented knowledge. In so doing, they have capitalized on new insights into the values and limitations of using concrete teaching aids which can be analyzed in terms of analogy theory. In addition to addressing the role of understanding, the authors have analyzed skill acquisition models in terms of their implications for the development of mathematical competence. They place strong emphasis on the development of students' mathematical reasoning and problem solving skills to promote flexible use of knowledge. The book further demonstrates how children have a number of general problem solving skills at their disposal which they can apply independently to the solution of novel problems, resulting in the enhancement of their mathematical knowledge.
Download or read book Mathematics Quick Looks Grade 5 written by Bobby Allen and published by . This book was released on 2018-04-09 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics Quick-Looks focus on key concepts when teaching math. They help simplify students' conceptual understanding by directing students' attention to key concepts and procedures. By highlighting the key concepts in each lesson, teachers can promote students' achievement and prepare them for more difficult concepts. Math key concepts are primary skills that can be continually used to teach a variety of math concepts and processes. They provide recognizable starting points for students when learning new math concepts and processes. Math key concepts are explicitly described and modeled by the teacher. Vocabulary that is vital to the students' conceptual understanding is mastered concurrently with the related concepts and processes. The fundamental foundation of the Quick-Looks includes math concepts and processes that can be used within and across domains. Quick-Looks allow students to focus their attention on these key math concepts and processes. The skills and vocabulary are methodically taught, using unambiguous coaching methods. Conceptual understanding, procedural mastery, and vocabulary acquisition are applied seamlessly to new content. The math concepts that represent foundational understandings that can be applied across domains have been selected and planned into quick lessons. The lessons take about ten to fifteen minutes to explicitly deliver while allowing students the opportunity to critique their mathematical thinking and the thinking of others. Teachers will have eight opportunities to explicitly teach the target math skill within the context of the math concepts, affording students ample practice opportunities for mastering the concepts and processes. Teachers will communicate the skills using the selected vocabulary and require that students use the key vocabulary when expressing their thoughts. This instructional strategy positively impact students of all performance levels by focusing teaching and learning on clearly defined concepts. The strategy facilitates recall by reducing the amount of essential information and providing a universal language for communicating mathematical concepts. The use of this instructional strategy helps students to see the patterns of math in the predetermined skills as well as in more complex concepts and processes thus advocating deeper conceptual mathematical understanding.
Download or read book Helping Children Learn Mathematics written by National Research Council and published by National Academies Press. This book was released on 2002-07-31 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Download or read book Mathematics Quick Looks Grade 4 written by Edd Bobby Allen and published by . This book was released on 2018-01-18 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics Quick-Looks focus on key concepts when teaching math. They help simplify students' conceptual understanding by directing students' attention to key concepts and procedures. By highlighting the key concepts in each lesson, teachers can promote students' achievement and prepare them for more difficult concepts. Math key concepts are primary skills that can be continually used to teach a variety of math concepts and processes. They provide recognizable starting points for students when learning new math concepts and processes. Math key concepts are explicitly described and modeled by the teacher. Vocabulary that is vital to the students' conceptual understanding is mastered concurrently with the related concepts and processes. The fundamental foundation of the Quick-Looks includes math concepts and processes that can be used within and across domains. Quick-Looks allow students to focus their attention on these key math concepts and processes. The skills and vocabulary are methodically taught, using unambiguous coaching methods. Conceptual understanding, procedural mastery, and vocabulary acquisition are applied seamlessly to new content. The math concepts that represent foundational understandings that can be applied across domains have been selected and planned into quick lessons. The lessons take about ten to fifteen minutes to explicitly deliver while allowing students the opportunity to critique their mathematical thinking and the thinking of others. Teachers will have eight opportunities to explicitly teach the target math skill within the context of the math concepts, affording students ample practice opportunities for mastering the concepts and processes. Teachers will communicate the skills using the selected vocabulary and require that students use the key vocabulary when expressing their thoughts. This instructional strategy positively impacts students of all performance levels by focusing teaching and learning on clearly defined concepts. The strategy facilitates recall by reducing the amount of essential information and providing a universal language for communicating mathematical concepts. The use of this instructional strategy helps students to see the patterns of math in the predetermined skills as well as in more complex concepts and processes thus advocating deeper conceptual mathematical understanding.
Download or read book Mathematics Learning in Early Childhood written by National Research Council and published by National Academies Press. This book was released on 2009-11-13 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
Download or read book Classics in Mathematics Education Research written by Thomas P. Carpenter and published by National Council of Teachers of English. This book was released on 2004 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Udvalgte artikler fra bøger og tidsskrifter fra perioden 1947-1996
Download or read book Three Dimensions written by A. Treffers and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Dutch "WISKOBAS" stands for a particular kind of mathematics in the elementary school (ages 6-12). In tum Wiskobas was one of the depart ments in the IOWO, the Institute for the Development of Mathematics Education. This institute was concerned with the development of material for mathematics education as well as the related research on the possibility of change from the then existing arithmetic instruction to the future mathematics education. The present publication Three Dimensions has three aims: to give a picture of the goals Wiskobas set for future mathematics education, at the same time to show how such goals can be described, and to show the theoretical framework of the Wiskobas curriculum. The problem at hand is not at all simple. What is more, Wiskobas' ideas about mathematics education cannot literally be translated into strings of words. So how can we face the accusation that our objectives are unattain able and the goal itself irrational? In order to avoid this vagueness as much as possible and for the sake of clarity, this book makes continuous use of illustrations of mathematics education. In these examples both the subject-matter and the methods of description of the goals are illustrated as explicitly as possible, while at the same time creating the opportunity to read between the lines. The reader is urged to follow carefully the mathe matical material at the start of each chapter. This advice applies both to the more general education oriented, and to the more mathematical! didactical reader.
Download or read book Dual Process Theories of Numerical Cognition written by Mario Graziano and published by Springer. This book was released on 2018-08-12 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a philosophical interpretation to numerical cognition based on dual process theories and heuristics. It shows how investigations in cognitive science can shed light on issues traditionally raised by philosophers of mathematics. The analysis will also help readers to better understand the relationship between current neuroscientific research and the philosophical reflection on mathematics. The author seeks to explain the acquisition of mathematical concepts. To accomplish this, he needs to answer two questions. How can the concepts of approximate numerosity become an object of thought that is so accessible to our consciousness? How are these concepts refined and specified in such a way as to become numbers? Unfortunately, there is currently no model that can truly demonstrate the role of language in the development of numerical skills starting from approximate pre-verbal skills. However, the author details a solution to this problem: dual process theories. It is an approach widely used by theorists focusing on reasoning, decision making, social cognition, and consciousness. Here, he applies this approach to the studies on mathematical knowledge. He details the results brought about by psychological and neuroscientific studies conducted on numerical cognition by key neuroscientists. In the process, he develops the foundations of a new, potential philosophical explanation on mathematical knowledge.
Download or read book Teaching and Learning Mathematical Problem Solving written by Edward A. Silver and published by Routledge. This book was released on 2013-04-03 with total page 671 pages. Available in PDF, EPUB and Kindle. Book excerpt: A provocative collection of papers containing comprehensive reviews of previous research, teaching techniques, and pointers for direction of future study. Provides both a comprehensive assessment of the latest research on mathematical problem solving, with special emphasis on its teaching, and an attempt to increase communication across the active disciplines in this area.
Download or read book Understanding the Mathematical Way of Thinking The Registers of Semiotic Representations written by Raymond Duval and published by Springer. This book was released on 2017-07-18 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, Raymond Duval shows how his theory of registers of semiotic representation can be used as a tool to analyze the cognitive processes through which students develop mathematical thinking. To Duval, the analysis of mathematical knowledge is in its essence the analysis of the cognitive synergy between different kinds of semiotic representation registers, because the mathematical way of thinking and working is based on transformations of semiotic representations into others. Based on this assumption, he proposes the use of semiotics to identify and develop the specific cognitive processes required to the acquisition of mathematical knowledge. In this volume he presents a method to do so, addressing the following questions: • How to situate the registers of representation regarding the other semiotic “theories” • Why use a semio-cognitive analysis of the mathematical activity to teach mathematics • How to distinguish the different types of registers • How to organize learning tasks and activities which take into account the registers of representation • How to make an analysis of the students’ production in terms of registers Building upon the contributions he first presented in his classic book Sémiosis et pensée humaine, in this volume Duval focuses less on theoretical issues and more on how his theory can be used both as a tool for analysis and a working method to help mathematics teachers apply semiotics to their everyday work. He also dedicates a complete chapter to show how his theory can be applied as a new strategy to teach geometry. “Understanding the Mathematical Way of Thinking – The Registers of Semiotic Representations is an essential work for mathematics educators and mathematics teachers who look for an introduction to Raymond Duval’s cognitive theory of semiotic registers of representation, making it possible for them to see and teach mathematics with fresh eyes.” Professor Tânia M. M. Campos, PHD.
Download or read book Mathematics Quick Looks Grade 3 written by Edd Bobby Allen and published by . This book was released on 2017-11-27 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics Quick-Looks focus on key concepts when teaching math. They help simplify students' conceptual understanding by directing students' attention to key concepts and procedures. By highlighting the key concepts in each lesson, teachers can promote students' achievement and prepare them for more difficult concepts. Math key concepts are primary skills that can be continually used to teach a variety of math concepts and processes. They provide recognizable starting points for students when learning new math concepts and processes. Math key concepts are explicitly described and modeled by the teacher. Vocabulary that is vital to the students' conceptual understanding is mastered concurrently with the related concepts and processes. The fundamental foundation of the Quick-Looks includes math concepts and processes that can be used within and across domains. Quick-Looks allow students to focus their attention on these key math concepts and processes. The skills and vocabulary are methodically taught, using unambiguous coaching methods. Conceptual understanding, procedural mastery, and vocabulary acquisition are applied seamlessly to new content. The math concepts that represent foundational understandings that can be applied across domains have been selected and planned into quick lessons. The lessons take about ten to fifteen minutes to explicitly deliver while allowing students the opportunity to critique their mathematical thinking and the thinking of others. Teachers will have eight opportunities to explicitly teach the target math skill within the context of the math concepts, affording students ample practice opportunities for mastering the concepts and processes. Teachers will communicate the skills using the selected vocabulary and require that students use the key vocabulary when expressing their thoughts. This instructional strategy positively impacts students of all performance levels by focusing teaching and learning on clearly defined concepts. The strategy facilitates recall by reducing the amount of essential information and providing a universal language for communicating mathematical concepts. The use of this instructional strategy helps students to see the patterns of math in the predetermined skills as well as in more complex concepts and processes thus advocating deeper conceptual mathematical understanding.
Download or read book The Handbook of Mathematics Teacher Education Volume 2 written by and published by BRILL. This book was released on 2008-01-01 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes. Volume 2, Tools and Processes in Mathematics Teacher Education, focuses on the “how” of mathematics teacher education.
Download or read book Foundation Mathematics for Primary Classes Book 3 A Y 2023 24 Onward written by R. S. Dhauni and published by Goyal Brothers Prakashan. This book was released on 2023-05-20 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: We are pleased to present the revised edition of the series Foundation Mathematics for Primary Classes (Books 1-5}. This series is based on the latest curriculum prepared and recommended by the Council for the Indian School Certificate Examinations, New Delhi. The new curriculum for Classes 1 to 5 is designed to ensure that children build a solid foundation in mathematics by connecting and applying mathematical concepts in a variety of ways. This curriculum aims to develop a number of mathematical skills and processes among children. Main objectives of teaching and learning mathematics at primary level are to : • Develop the mathematical thinking and problem solving skills and apply these to formulate and solve problems. • Acquire the necessary mathematical concepts and skills for everyday life, and for continuous learning in mathematics and related disciplines. • Develop the necessary process skills for the acquisition and application of mathematical concepts. • Create love and interest towards mathematics. • Make effective use of a variety of mathematical tools in the learning and application of mathematics. • Reason logically, communicate mathematically, and learn cooperatively and independently. The present series has been developed and designed keeping the above objectives in mind. This child-friendly series teaches Mathematics in such an interesting and comprehensive manner that even an average child has no difficulty in grasping the fundamental concepts of Mathematics. The Salient Features of this Series are : • A graded and spiralling approach, keeping in mind the age and level of understanding of the student. • Eye-catching illustrations and child-friendly layout to kindle the imagination of the child and create an interest in the subject. • Each chapter begins with the heading Let Us Recall, which refreshes the concepts learnt in the previous class. • The fact box Remember highlights the important points. • Concept detailing helps in conceptual understanding that refers to grasp of ideas. • Interactive exercises help in kids participation. This level of engagement makes it easier for kids to retain information. • Value Based Questions are meant to inculcate moral values in the children. • Review Exercise at the end of each chapter checks the retention capacity and the level of understanding of the students. • Assignments under the heading Mental Matbs not only enhance the mathematical and calculation skills of the students but also fortify the concepts already learned. • Let's Play introduces games that improves critical thinking, problem solving, interaction and collaboration with peers. • Maths Lab Activities are meant to learn mathematical concepts through various activities. • Two Model Test Papers, one for Half Yearly Examination and other for Annual Examination have also been added in each book. It is hoped that the series will meet the requirements of the students, teachers and parents alike. Suggestions and constructive criticism for the improvement of the books would be highly appreciated. -The Publishers
Download or read book A Airports written by British Library and published by Walter de Gruyter. This book was released on 2012-05-21 with total page 528 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Rational Numbers written by Thomas P. Carpenter and published by Routledge. This book was released on 2012-10-12 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: Until recently there had been relatively little integration of programs of research on teaching, learning, curriculum, and assessment. However, in the last few years it has become increasingly apparent that a more unified program of research is needed to acquire an understanding of teaching and learning in schools that will inform curriculum development and assessment. The chapters in this volume represent a first step toward an integration of research paradigms in one clearly specified mathematical domain. Integrating a number of different research perspectives is a complex task, and ways must be found to reduce the complexity without sacrificing the integration. The research discussed in this volume is tied together because it deals with a common content strand. During the last ten years specific content domains have served as focal points for research on the development of mathematical concepts in children. The areas of addition and subtraction, algebra, rational numbers, and geometry are notable examples. Whether a similar organizational structure will prevail for programs of research that integrate the study of teaching, learning, curriculum, and assessment is an open question. The perspectives presented in this volume illustrate the potential for adopting this perspective.
