By Marilyn Burns
A compendium of greater than 240 classroom-tested classes, this crucial source is helping academics construct scholar realizing and talents and know how young children top examine math. during this 3rd version, Marilyn Burns has thoroughly revised the 1st part to mirror what she has discovered through the years from her lecture room adventure with scholars and her specialist improvement adventure with lecturers. This part has additionally been elevated to deal with those vital issues: educating math vocabulary, incorporating writing into math guide, linking overview and guide, and utilizing kid's literature to coach key math options. In a completely new part, Marilyn addresses quite a lot of questions she has got through the years from hassle-free and heart university academics relating to lecture room administration and tutorial concerns.
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Additional resources for About Teaching Mathematics: A K-8 Resource, 3rd Edition
2. 00. Which one is it? 3. 00. How did you go about figuring the value of your name? Did you write the alphabet and list the value of each letter? Did you separately figure out the value of each letter in your name? 00? 00 word? These are the kinds of questions that are valuable to discuss with students. It gives them the opportunity to see that there are different ways to approach a problem. Also, not providing a list of the alphabet letters and their values gives students a chance to decide how they’ll collect the data they need.
The sources for learning social knowledge can be other people, books, TV shows, movies, or other sources outside the child. For both types of knowledge—social and logical—explicit instruction is essential. However, the character of the instruction vastly differs. For teaching social knowledge, the correct, and really only, pedagogical choice is to provide the information to the learner, that is, to teach by telling or to give the learner access to the information from another resource—a book, a magazine, a video—always drawing from a source of knowledge that is external to the learner.
Problem-Solving Strategies Look for a pattern. Construct a table. Beyond Word Problems 19 Make an organized list. Act it out. Draw a picture. Use objects. Guess and check. Work backward. Write an equation. Solve a simpler (or similar) problem. Make a model. It’s important to discuss with students both the specific strategies they used to solve problems and why those strategies were effective choices. Class discussions are useful because they provide opportunities for students to hear others’ points of view.
About Teaching Mathematics: A K-8 Resource, 3rd Edition by Marilyn Burns