Creating a language-rich math class: strategies and by Sandra L. Atkins

By Sandra L. Atkins

What meanings do your scholars have for key arithmetic strategies? What meanings do you need them to have? Creating a Language-Rich Math Class bargains sensible techniques for constructing conceptual understandings via connecting concrete, pictorial, verbal, and symbolic representations. the point of interest is on making arithmetic memorable rather than on memorizing.

You’ll research ideas for introducing scholars to math language that provides intending to the phrases and emblems they use daily; for construction flexibility and precision in scholars’ use of math language; and for structuring actions to cause them to extra language-rich.

Book Features:

    • Detailed instructions for pattern video games and actions for fast lecture room use;
    • Investigations to aim and Questions for mirrored image to aid in imposing those rules into your practice;
    • Graphic organizer for assisting scholars first comprehend, resolve, and guard their suggestions to notice problems;
    • Blackline masters of online game playing cards and puzzles (also on hand at http://www.routledge.com/books/details/9781138916296/)

Show description

By Sandra L. Atkins

What meanings do your scholars have for key arithmetic strategies? What meanings do you need them to have? Creating a Language-Rich Math Class bargains sensible techniques for constructing conceptual understandings via connecting concrete, pictorial, verbal, and symbolic representations. the point of interest is on making arithmetic memorable rather than on memorizing.

You’ll research ideas for introducing scholars to math language that provides intending to the phrases and emblems they use daily; for construction flexibility and precision in scholars’ use of math language; and for structuring actions to cause them to extra language-rich.

Book Features:

    • Detailed instructions for pattern video games and actions for fast lecture room use;
    • Investigations to aim and Questions for mirrored image to aid in imposing those rules into your practice;
    • Graphic organizer for assisting scholars first comprehend, resolve, and guard their suggestions to notice problems;
    • Blackline masters of online game playing cards and puzzles (also on hand at http://www.routledge.com/books/details/9781138916296/)

Show description

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Additional info for Creating a language-rich math class: strategies and activities for building conceptual understanding

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This will give you a hint regarding my age but I have a collection of photo albums. The old printed photos are something I treasure. But the photo albums are not full. I’d like to get rid of some of the albums if Understanding the Meaning of Operations╇ ◆╇29 possible. They are bulky. I know I could scan the photos and be done with the albums altogether, but it’s not the same. There’s just something about that paper. €. as am I. I can take the photos from one album and put them together with the photos in another album.

Instead, consider the questions you can ask or the experiences that are lacking or are needed. Essentially, whenever you want to tell them something, ask a question instead. Describe a misunderstanding that one of your students has. What question(s) could you ask to help him rethink? What experiences is he lacking or are needed? References Corwin, R. B. (1996). Talking Mathematics. Portsmouth, NH: Heinemann. National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics.

B. (1999). Children’s Mathematics. Cognitively Guided Instruction. Portsmouth, NH: Heinemann. â•›H. & Johnson, A. (2006). Math Matters. Grades K-8 Understanding the Math You Teach. Sausalito, CA: Math Solutions Publications. Daro, P. (2014, August 1). Phil Daro Against Answer Getting SD (YouTube Video). v=DgTnmRyV9bc Hutchins, P. (1986). The Doorbell Rang. New York, NY: Greenwillow Books. National Council of Teachers of Mathematics (1989). Curriculum and Evaluation Standards for School Mathematics.

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