Download or read book Numbers and Their Factors written by National Council of Teachers of Mathematics and published by . This book was released on 1964 with total page 377 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Topics in Mathematics for Elementary School Teachers Numbers and their factors written by National Council of Teachers of Mathematics and published by . This book was released on 1964 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Numbers and Their Factors written by and published by . This book was released on 1965 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book NUMBERS AND THEIR FACTORS written by and published by . This book was released on 1968 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Topics in Mathematics for Elementary School Teachers written by National Council of Teachers of Mathematics and published by . This book was released on 1964 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Describing Pre service Teachers Developing Understanding of Elementary Number Theory Topics written by Ziv Feldman and published by . This book was released on 2012 with total page 682 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Although elementary number theory topics are closely linked to foundational topics in number and operations and are prevalent in elementary and middle grades mathematics curricula, little is currently known about how students and teachers make sense of them. This study investigated pre-service elementary teachers' developing understanding of elementary number theory topics, including factors, divisibility, greatest common factor, and least common multiple. Fifty-nine participants in a college mathematics course for pre-service elementary teachers participated in a three-week unit of instruction on number theory. All participants completed the Number Theory Knowledge Test (NTKT) before and after instruction. Additionally, individual clinical interviews were conducted with six participants before and after instruction. Each interview was recorded and transcribed. In order to describe how participants' understanding of number theory developed during instruction, analysis of the interview data was done using Dubinsky's (1991) APOS theory. Results showed that the most notable changes were in participants' attention to prime factorization, their notions of factor, and their abilities to coordinate multiple processes. Prior to instruction, participants' understanding was characterized by a need to convert prime factored numbers into decimal form, the notion of factor as a number that is visible within the prime factorization of another number, and an inability to coordinate multiple processes. Following instruction, participants attended to a number's prime factorization in order to solve problems, identified factors as combinations of prime numbers within the prime factorization of another number, and coordinated multiple processes. Statistical analysis of the NTKT scores supported the interview data, showing that participants significantly improved in their performance on questions requiring both procedural and conceptual knowledge. Contrary to prior research, this study provides evidence that pre-service elementary teachers can develop a deep and connected understanding of number theory topics. Future research should continue to investigate pre-service teachers' understanding of number theory by examining their work during periods of classroom instruction. Additionally, mathematical tasks that attend to prime factorization as a foundational tool should be investigated for their effects on pre-service teachers' understanding of number theory.
Download or read book Relearning Mathematics written by Rina Zazkis and published by IAP. This book was released on 2011-08-01 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is grounded in the author’s experiences of teaching mathematics for prospective elementary school teachers and conducting research on their understanding of mathematical concepts. It is a reflection on practice and an attempt to cope with a double challenge: that of a teacher, in helping prospective teachers make sense of mathematics, and that of a researcher, in an attempt to understand and describe the challenges faced by students. This work fits within the current community interest on teacher education and provides a novel focus, with both theoretical and practical considerations. The central claim in this book is that encounters with mathematical content by prospective elementary school teachers constitute relearning, rather than learning, of mathematics. The specific focus is on topics related to elementary number theory (e.g. divisibility, prime factorization), which is referred to as a “forgotten queen” (following Gauss’ reference to number theory as a queen of mathematics). This is the content area that has not received significant attention in mathematics education research. The book can be summarized as an attempt to address the following questions: What is relearning of mathematical content and how is it similar to or different from learning? What are the examples of specific mathematical topics or concepts that require relearning? What pedagogical approaches can support relearning? The detailed analysis of research data and pedagogical approaches presented in the book are intertwined with stories of personal experiences of the author, which makes the reading not only intellectually stimulating but also enjoyable.
Download or read book Mathematics Content for Elementary Teachers written by Douglas K. Brumbaugh and published by Routledge. This book was released on 2004-09-22 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: THE book for elementary education mathematics content courses! Designed to help prospective teachers of elementary school mathematics learn content beyond the rote level, this text stimulates readers to think beyond just getting the problem right and fosters their development into thoughtful, reflective, self-motivated, life-long learners. It stresses the what and why of elementary school mathematics content. Hints are provided about how to teach the content but this is mostly left to courses and texts that are dedicated to that purpose. The text is organized around the National Council for Teachers of Mathematics' Principles and Standards for School Mathematics. The Standards dictate the basic sections of the text. Within each section, appropriate specific topics are developed, intertwined with technology, problem solving, assessment, equity issues, planning, teaching skills, use of manipulatives, sequencing, and much more. In addition, major focal points of the Standards are emphasized throughout: effective teachers of mathematics should be able to motivate all students to learn, should understand the developmental levels of how children learn, should concentrate on what children need to become active participants in the learning environment, and should be engaged in ongoing investigations of new mathematical concepts and teaching strategies. Mathematics Content for Elementary Teachers is based on several fundamental premises: *The focus of mathematics education should be on the process, not the answer. *Elementary teachers should know the mathematics content they are teaching, know more than the content they are teaching, and teach from the overflow of knowledge. *It is important for teachers to be flexible in allowing students to use different procedures--teaching from the "overflow of knowledge" implies knowing how to do a given operation more than one way and being willing to examine many different ways. *Teachers need to learn to carefully cover the topics to be taught, to reflect upon them, and to be able to organize them. To help prospective elementary teachers concentrate on the mathematics content they will be expected to teach and begin to build the foundation for the methods they will use, this text includes only elementary mathematics content and does not address middle school concepts. Pedagogical features: *The text is organized according to NCTM Standards. *An informal writing style speaks directly to readers and is geared to pre-service teachers. *Focus is given to multiple methods of problem solving at four developmental levels. *Questions, exercises, and activities are interspersed throughout each section rather than gathered at the end of each chapter. *Complete solutions for exercises are provided.
Download or read book Elementary School Mathematics For Parents And Teachers Volume 2 written by Raz Kupferman and published by World Scientific Publishing Company. This book was released on 2017-03-17 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'The exposition is exceptionally clear, and keeps its audience in mind: in the end, this is ‘a book for adults on mathematics for children’. ‘Adults’ here includes parents as well as teachers; in the author’s words, ‘Every parent is automatically an educator!’ There is considerable merit in including parents in the elementary mathematics conversation; it is a pleasure to see books like Kupferman’s that explain elementary math to adults. If our students, in their future role as teachers, can enlist parents as allies, everyone will benefit. These books are one good way to begin addressing that challenge.'MAA ReviewsThis book covers the elementary school mathematics curriculum common in most parts of the world. Its aim is to serve educators (teachers and parents) as a guide for teaching mathematics at elementary school level. The book focuses both on content knowledge and on pedagogical content knowledge. It bridges the gap between fundamental mathematical principles and good teaching practices. It also offers the reader a glimpse on how mathematicians perceive elementary mathematics and presents ideas for specific mathematical activities.Volume 2 focuses on content taught in the higher grades of elementary school. It covers the following topics: multiplication and division of multi-digit numbers, divisibility and primality, divisibility signs, sequences, fractions and their representations, and fraction arithmetic.The author is also a co-founder of Matific, an adaptive game-based teaching and learning tool for primary school mathematics. Independent studies have shown Matific to improve test scores, reduce maths anxiety, and increase motivation. Matific is available in 26 languages and aligned to mathematics curricula in 46 countries. Awards include Best Mathematics Instructional Solution, Best Game-Based Curriculum Solution and Best Educational App. For a trial, visit https://www.matific.com.
Download or read book Topics in Mathematics for Elementary School Teachers written by National Council of Teachers of Mathematics and published by . This book was released on 1969 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principles and Standards for School Mathematics written by and published by . This book was released on 2000 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: This easy-to-read summary is an excellent tool for introducing others to the messages contained in Principles and Standards.
Download or read book Number Theory in Mathematics Education written by Rina Zazkis and published by Routledge. This book was released on 2012-10-12 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers multiple interconnected perspectives on the largely untapped potential of elementary number theory for mathematics education: its formal and cognitive nature, its relation to arithmetic and algebra, its accessibility, its utility and intrinsic merits, to name just a few. Its purpose is to promote explication and critical dialogue about these issues within the international mathematics education community. The studies comprise a variety of pedagogical and research orientations by an international group of researchers that, collectively, make a compelling case for the relevance and importance of number theory in mathematics education in both pre K-16 settings and mathematics teacher education. Topics variously engaged include: *understanding particular concepts related to numerical structure and number theory; *elaborating on the historical and psychological relevance of number theory in concept development; *attaining a smooth transition and extension from pattern recognition to formative principles; *appreciating the aesthetics of number structure; *exploring its suitability in terms of making connections leading to aha! insights and reaching toward the learner's affective domain; *reexamining previously constructed knowledge from a novel angle; *investigating connections between technique and theory; *utilizing computers and calculators as pedagogical tools; and *generally illuminating the role number theory concepts could play in developing mathematical knowledge and reasoning in students and teachers. Overall, the chapters of this book highlight number theory-related topics as a stepping-stone from arithmetic toward generalization and algebraic formalism, and as a means for providing intuitively grounded meanings of numbers, variables, functions, and proofs. Number Theory in Mathematics Education: Perspectives and Prospects is of interest to researchers, teacher educators, and students in the field of mathematics education, and is well suited as a text for upper-level mathematics education courses.
Download or read book Arithmetic for Teachers written by Gary R. Jensen and published by American Mathematical Soc.. This book was released on 2003-11-25 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: Excellent teaching of mathematics at the elementary school level requires that the teacher be an expert in school mathematics. This textbook for prospective teachers presents topics from the K-6 mathematics curriculum, but at a greater depth than is usually found in the classroom. The added knowledge that comes from this approach gives the teacher essential insight into how the topics interrelate and where difficulties might lie. With this deeper mathematical preparation, the teacher is better able to explain concepts, demonstrate computational procedures and lead students through problem-solving techniques. The primary focus is on the foundations of arithmetic, along with a selection of topics from geometry and a wide range of applications. The number line is used throughout to visualize concepts and to tie them to the solution of problems. The book emphasizes how to explain the concepts and how to explain problem solutions. This is a textbook for a college course in mathematics for prospective elementary school teachers. It will also be a resource for the instructors of such courses.
Download or read book Mathematics for Elementary Teachers written by Sybilla Beckmann and published by Pearson Education. This book was released on 2009-07-01 with total page 883 pages. Available in PDF, EPUB and Kindle. Book excerpt: This activities manul includes activities designed to be done in class or outside of class. These activities promote critical thinking and discussion and give students a depth of understanding and perspective on the concepts presented in the text.
Download or read book The Elementary Math Teacher s Book of Lists written by Sonia M. Helton and published by John Wiley & Sons. This book was released on 1997-04-18 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: This unique, time-saving resource for teachers offers lists of concepts, topics, algorithms, activities, and methods of instruction for every aspect of K-6 mathematics.
Download or read book Teaching Fractions and Ratios for Understanding written by Susan J. Lamon and published by Routledge. This book was released on 2006-08-15 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: This popular text addresses the urgent need for curriculum materials that cross traditional boundaries to include many of the elements that are integrated in the teaching/learning enterprise: mathematics content, teacher understanding, student thinking, teaching methods, instructional activities, and assessment. The book pushes readers beyond the limits of their current understanding of rational numbers, challenging them to refine and explain their thinking--without falling back on rules and procedures they have relied on throughout their lives. Written in a conversational and easy to understand style, this is not a textbook as much as it is a resource book. An underlying assumption is that facilitating teacher understanding using the same questions and activities that may be used with children is one way to help teachers build the comfort and confidence they need to begin talking to children about complex ideas. Unlike a textbook that is used to study formal theory and then discarded when it comes to putting ideas into practice, the many problems and activities included to facilitate teacher learning are valuable resources for use in elementary and middle school classrooms. Changes in the second edition include: *even more student work incorporated in every chapter; *discussion of the connectivity between the topics addressed in the book and the elementary and middle school mathematics curricula; *an increased emphasis on measurement; *expansion of some topics, including number sense, percent, scale factors, similarity, and linear graphs; *clarification of the characteristics of ratio and proportions and how to use these to generate discussion with children; and *content-related interview questions for exploring children's thinking. This book is a valuable resource for researchers and curriculum developers in mathematics education, pre-service and in-service teachers of mathematics, those involved in the mathematical and pedagogical preparation of mathematics teachers, and graduate students in mathematics education. The methods and activities it includes have been tested with students in grades 3-8 and with pre-service and in-service teachers and other adults. This text is accompanied by MORE--a supplement that is not merely an answer key but a resource that includes in-depth discussions of all the problems in the text; develops and extends discussion of the issues, teaching problems, and other considerations raised in the chapters; and contains additional problems--with and without solutions--that instructors may find helpful for assessment purposes.
Download or read book Elementary School Mathematics written by Edwina Deans and published by . This book was released on 1963 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
