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Young Mathematicians at Work: Constructing Fractions, Decimals, and Percents
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- Compralo SubitoYoung Mathematicians at Work: Constructing Fractions, Decimals, and Percents
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Gratis USPS Media MailTM.
Oggetto che si trova a: Salt Lake City, Utah, Stati Uniti
Consegna:
Consegna prevista tra il mer 19 nov e il ven 21 nov a 94104
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Restituzioni entro 30 giorni. Le spese di spedizione del reso sono a carico dell'acquirente..
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Informazioni sull'oggetto
Il venditore si assume la piena responsabilità della messa in vendita dell'oggetto.
Numero oggetto eBay:277415742705
Specifiche dell'oggetto
- Condizione
- ISBN
- 9780325003559
Informazioni su questo prodotto
Product Identifiers
Publisher
Heinemann
ISBN-10
0325003556
ISBN-13
9780325003559
eBay Product ID (ePID)
102890152
Product Key Features
Educational Level
High School, Elementary School
Number of Pages
192 Pages
Language
English
Publication Name
Young Mathematicians at Work : Constructing Fractions, Decimals, and Percents
Publication Year
2002
Subject
General, Teaching Methods & Materials / Mathematics, Teaching Methods & Materials / General, Arithmetic
Type
Study Guide
Subject Area
Mathematics, Education
Series
Young Mathematicians at Work Ser.
Format
Trade Paperback
Dimensions
Item Height
0.4 in
Item Weight
11.7 Oz
Item Length
9.2 in
Item Width
7.5 in
Additional Product Features
Intended Audience
Elementary/High School
LCCN
2002-022208
Grade From
Fifth Grade
Illustrated
Yes
Grade To
Eighth Grade
Table Of Content
1. "Mathematics" or "Mathematizing"? 2. The Landscape of Learning 3. Equivalence on the Horizon 4. Developing Part/Whole Big Ideas and Strategies 5. Developing Mathematical Models 6. Algorithms Versus Number Sense 7. Developing Efficient Computation with Minilessons 8. Assessment 9. Teachers as Mathematicians
Synopsis
In our efforts to reform mathematics education, we've learned a tremendous amount about young students' strategies and the ways they construct knowledge, without fully understanding how to support such development over time. The Dutch do. So, funded by the National Science Foundation and ExxonMobil, Mathematics in the City was begun, a collaborative inservice project that pooled the best thinking from both countries. In Young Mathematicians at Work , Catherine Fosnot and Maarten Dolk reveal what they learned after several years of intensive study in numerous urban classrooms. In this third volume in a series of three, Fosnot and Dolk focus on how children in grades 5-8 construct their knowledge of fractions, decimals, and percents. Their book: describes and illustrates what it means to do and learn mathematics. contrasts word problems with true problematic situations which support and enhance investigation and inquiry. provides strategies to help teachers turn their classrooms into math workshops. explores the cultural and historical development of fractions, decimals, and their equivalents and the ways in which children develop similar ideas and strategies. defines and gives examples of modeling, noting the importance of context. discusses calculation using number sense and the role of algorithms in computation instruction. describes how to strengthen performance and portfolio assessment. focuses on teachers as learners by encouraging them to see themselves as mathematicians., In our efforts to reform mathematics education, we've learned a tremendous amount about young students' strategies and the ways they construct knowledge, without fully understanding how to support such development over time. The Dutch do. So, funded by the National Science Foundation and ExxonMobil, Mathematics in the City was begun, a collaborative inservice project that pooled the best thinking from both countries. In "Young Mathematicians at Work," Catherine Fosnot and Maarten Dolk reveal what they learned after several years of intensive study in numerous urban classrooms.In this third volume in a series of three, Fosnot and Dolk focus on how children in grades 5-8 construct their knowledge of fractions, decimals, and percents. Their book: describes and illustrates what it means to do and learn mathematics. contrasts word problems with true problematic situations which support and enhance investigation and inquiry. provides strategies to help teachers turn their classrooms into math workshops. explores the cultural and historical development of fractions, decimals, and their equivalents and the ways in which children develop similar ideas and strategies. defines and gives examples of modeling, noting the importance of context. discusses calculation using number sense and the role of algorithms in computation instruction. describes how to strengthen performance and portfolio assessment. focuses on teachers as learners by encouraging them to see themselves as mathematicians., In this third volume in a series of three, Fosnot and Dolk focus on how children in grades 5-8 construct their knowledge of fractions, decimals, and percents.
LC Classification Number
QA137.F67 2002
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