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| Author | : Kathy Richardson |
| Publisher | : |
| Total Pages | : 204 |
| Release | : 2012 |
| Genre | : Mathematics |
| ISBN | : 9780984838196 |
This book was written to help Pre-K through 4th educators recognize the complexities of the mathematics young children are expected to learn, and to identify what is required for children to develop an understanding of number concepts.
| Author | : Karen C. Fuson |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 448 |
| Release | : 2012-12-06 |
| Genre | : Psychology |
| ISBN | : 1461237548 |
For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholary books to be devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Volumes in the Progress sequence are strongly thematic, in that each is limited to some well-defined domain of cognitive developmental research (e. g. , logical and mathematical development, semantic development). All Progress volumes are edited collections. Editors of such books, upon consultation with the Series Editor, may elect to have their works published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors will be published as separate volumes within the series. is being used in the selec A fairly broad definition of cognitive development tion of books for this series.
| Author | : Kathy Richardson |
| Publisher | : |
| Total Pages | : 231 |
| Release | : 2008 |
| Genre | : Mathematics |
| ISBN | : 9780972423892 |
| Author | : Marian Small |
| Publisher | : Teachers College Press |
| Total Pages | : 241 |
| Release | : 2012-12-30 |
| Genre | : Education |
| ISBN | : 0807753912 |
This new book is an exciting follow-up to the authors bestsellers on differentiated math instruction, Good Questions and More Good Questions. Eyes on Math is a unique teaching resource that provides engaging, full-color graphics and pictures with text showing teachers how to use each image to stimulate mathematical teaching conversations around key K–8 concepts. Teachers using the book can download the images for projection onto classroom white boards or screens. The questions and answers will help both students and teachers look more deeply and see the math behind the math!
| Author | : Kathy Richardson |
| Publisher | : |
| Total Pages | : 98 |
| Release | : 2003 |
| Genre | : Addition |
| ISBN | : |
Assessing math concepts is a continuum of assessments that focus on important core concepts and related "critical learning phases" that must be in place for children to understand and be successful in mathematics. This series is based on the premise that teachers can provide more effective instruction when they are aware of the essential steps that children move through in developing an understanding of foundational mathematical ideas. The assessment tools presented here provide teachers with the information they need to determine precisely what children need to learn. Students progress confidently when teachers are able to provide appropriately challenging learning experiences. - Back cover
| Author | : Kathy Richardson |
| Publisher | : |
| Total Pages | : 262 |
| Release | : 1999 |
| Genre | : Education |
| ISBN | : |
"The Planning Guide for Developing Number Concepts accompanies the series. The guide was written for kindergarten through grade three teachers and teachers of multi-grade classes. It includes comprehensive year-long teaching plans along with classroom management ideas."--Publisher's website.
| Author | : Timothy J. McNamara |
| Publisher | : Corwin Press |
| Total Pages | : 265 |
| Release | : 2007 |
| Genre | : Education |
| ISBN | : 1412938422 |
"Includes a large number of user-friendly examples that integrate mathematics content and process standards. The step-by-step guidance and explanations in each chapter are beneficial."-Melissa Miller, TeacherRandall G. Lynch Middle School, Farmington, AR "Great activities that are exploratory in nature. A valuable resource."-Carol Amos, Teacher Leader and Mathematics CoordinatorTwinfield Union School, Plainfield, VT Increase students' mathematics achievement with rich problem-solving lessons and activities that are aligned with NCTM standards! Helping teachers envision how math standards can be integrated into the secondary classroom, Key Concepts in Mathematics, Second Edition presents engaging activities and ready-to-use lessons aligned with NCTM content and process standards. This user-friendly book by mathematics educator Timothy J. McNamara is filled with a generous collection of lessons for each of the ten NCTM standards, with many activities that address multiple standards, and numerous practical suggestions for extending the lessons beyond the curriculum. In addition, this updated resource combines standards-based mathematics and technology by incorporating TI-73 Explorer(tm) and TI-83 Plus graphing calculator applications and programs. Each chapter offers: Ready-to-use lessons, hands-on activities, practical suggestions, and an abundance of "good problems" Suggestions for integrating multiple topics and concepts in each lesson Strategies to strengthen student engagement, understanding, and retention by building connections among mathematics topics This exciting guide delivers exactly what is needed for today's standards-based math classroom!
| Author | : James Hiebert |
| Publisher | : Routledge |
| Total Pages | : 0 |
| Release | : 1988 |
| Genre | : Education |
| ISBN | : 9780805803532 |
For many students, learning mathematics in the middle grades represents a watershed activity. If they fall behind or fail at this point, they are unlikely to recover and to pursue a career in the sciences or other mathematics-dependent occupations. The authors reveal at least two of the reasons for this watershed experience. First, the content itself is much more complex than that at the primary grades, a complexity that is only now being fully appreciated. Second, conventional instruction often is based on faulty assumptions about the way in which the content is learned. The chapters present the latest understanding of the nature of the mathematics content in the middle grades and the processes by which it is learned.
| Author | : Titu Andreescu |
| Publisher | : |
| Total Pages | : 686 |
| Release | : 2017-07-15 |
| Genre | : Number theory |
| ISBN | : 9780988562202 |
Challenge your problem-solving aptitude in number theory with powerful problems that have concrete examples which reflect the potential and impact of theoretical results. Each chapter focuses on a fundamental concept or result, reinforced by each of the subsections, with scores of challenging problems that allow you to comprehend number theory like never before. All students and coaches wishing to excel in math competitions will benefit from this book as will mathematicians and adults who enjoy interesting mathematics.
| Author | : Richard Samuels |
| Publisher | : Cambridge University Press |
| Total Pages | : 179 |
| Release | : 2024-02-29 |
| Genre | : Philosophy |
| ISBN | : 1009059475 |
This Element, written for researchers and students in philosophy and the behavioral sciences, reviews and critically assesses extant work on number concepts in developmental psychology and cognitive science. It has four main aims. First, it characterizes the core commitments of mainstream number cognition research, including the commitment to representationalism, the hypothesis that there exist certain number-specific cognitive systems, and the key milestones in the development of number cognition. Second, it provides a taxonomy of influential views within mainstream number cognition research, along with the central challenges these views face. Third, it identifies and critically assesses a series of core philosophical assumptions often adopted by number cognition researchers. Finally, the Element articulates and defends a novel version of pluralism about number concepts.
