Primary Mathematics Curriculum Guide

Harvey Blair e Pat Hughes 

David Fulton Publishers | 2001 | 96 páginas | rar - pdf | 12,33 Mb

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This is a curriculum guide that gives trainee teachers the opportunity to follow a tried and tested primary mathematics curriculum course. The text is easy to follow, up-to-date with good current practice and utilizes materials produced by the DfEE for teachers. It includes interactive tasks to enhance understanding, tasks to consolidate learning at the reader's own level and pace, a full bibliography for further reading, common misconceptions which the reader will find in children's work, and a detailed look at the National Numeracy Strategy (NNS) and the mathematics National Curriculum. The text will provide a firm foundation for teaching mathematics to primary school children and give the reader genuine confidence in their teaching. The text has been piloted by students following a distance learning primary PGCE and revised in line with their comments. The intention of the book is to provide secure subject knowledge for mathematics alongside an understanding of the ways in which children learn mathematics.

ContentsPreface V
Acknowledgements vi
Chapter 1 Introducing the book's objectives 1
Chapter 2 The National Curriculum for mathematics 9
Chapter 3 The National Numeracy Framework 11
Chapter 4 Ma2: Number and algebra 25
Chapter 5 Ma3: Shape, space and measures 45
Chapter 6 Ma4: Handling data 55
Chapter 7 Using and applying mathematics 65
Chapter 8 Planning, assessing, recording and reporting 73
Chapter 9 ICT and mathematics 77
Chapter 10 References and further reading 83
Useful websites 85
Index 87

Teaching, Learning, and Assessment Together: Reflective Assessments for Middle and High School Mathematics and Science

Arthur K. Ellis e David Denton

Routledge | 2010 | 160 páginas | rar - pdf | 982 kb

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This book offers easy-to-use classroom strategies for middle and high school Mathematics and Science classrooms. They demonstrate how teaching, learning, and assessment are inseparable and seamless. Each strategy will engage your students in activity and reflection, consuming little class time, costing nothing, and uniting the three dimensions of education through reflective practice.

The chapters begin with a reflective teaching strategy, followed by classroom examples. Guiding icons will help you coordinate and implement each strategy. Chapters conclude with a set of learning community discussion questions to guide personal growth as well as faculty discussions

Zero Is The Leaves On The Tree

Betsy Franco e Shino Arihara

Tricycle Press | 2009 |32 páginas | rar - epub | 3,17 Mb

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It's easy to count three of something-- just add them up. But how do you count zero, a number that is best defined by what it's not?

Can you see it?Can you hear it?Can you feel it?
This important math concept is beautifully explored in a way that will inspire children to find zero everywhere--from the branches of a tree by day to the vast, starry sky by night.

Bring NCTM Standards to Life: Best Practices, High School

 

Yvelyne Germain- Mc Carthy 

Eye on Education | 1998 | 206 páginas | rar -pdf | 8 Mb

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By presenting teacher profiles and sample lessons from across the country, this book shows that the NCTM standards reflect successful practices of teachers at the "grass roots".

Contents

ACKNOWLEDGMENTS.  ix

ABOUT THE AUTHOR. . x

FOREWORD.  xi

REFLECTIONS FROM THE FIELD . xii

1 INTRODUCING THE NCTM REFORM DOCUMENTS. 1

This Book's Purpose.2

Introducing the NCTM Reform Documents  3

Constructivism.. 3

Skills for Citizens of the Twenty-First Century . 5

The Curriculum and Evaluation Standards for School Mathematics . 9

The Curriculum Standards for Middle and High School ....... 10

Common Standards for the Middle Grades and High School. . . . 11

Additional High School Standards . 12

Learning, Teaching, and Assessment.  . 14

The Professional Standards for Teaching Mathematics 14

The Assessment Standards.  . 15

Principles and Standards for School Mathematics .16

National Board Certification . 17

2 EXEMPLARY PRACTICE: WHAT DOES IT LOOK LIKE?. 19

Traditional Teachers in Transition . 19

Envisioning Reform-Based Classrooms 24

3 BEN PREDDY: INTEGRATING MATHEMATICS  27

4 YVONNE STALLINGS: INVESTING FOR A FOUR-YEAR COLLEGE EDUCATION.  39

5 CYNTHIA SUTHERLIN: MATHEMATICAL MODELING OF LINEAR FUNCTIONS IN THE SCIENCES  59

6 DON CROSSFIELD: MARCHING FROM ALGEBRA TO TRIGONOMETRY AND BEYOND 73

7 VIRGINIA HIGHSTONE: EQUATIONS THAT MODEL GROWTH AND DECAY.. 87

8 HENRY KRANENDONK: RAISIN GEOMETRY- EXPLORING THE BALANCE POINT AND ITS APPLICATIONS  103

9 MURRAY SIEGEL: DISCOVERING THE CENTRAL LIMIT THEOREM  119

10 CLAUDIA CARTER: How A RUMOR SPREADS-AN INTRODUCTION TO LOGISTIC CURVES 133

11 KATHRYN HILL: CONNECTING INFORMAL PROOFS TO FORMAL PROOFS WITH A GEOBOARD. 143

12 MICHAEL LEHMAN: GROUP PERFORMANCE ASSESSMENTS ... 157

13 LEARNING CENTERS OF THE TWENTY-FIRST CENTURY . 175

Revisiting Questions. . . 176

Can It Be True that All Students Can Do Mathematics? 176

Can All Students Do Algebra? 177

Curriculum Concerns of a Parent. . .

What Can Classroom Teachers Do? 181

What Can Administrators Do? . . 181

What Can Teacher Educators Do? 183

What Can We All Do Together? . 184

Conclusion.  . 184

REFERENCES . 187

Numeracy and Mathematics Across the Primary Curriculum: Building Confidence and Understanding

 David Coles e Tim Copeland

David Fulton Publishers | 2002 | 113 páginas | rar - pdf | 18,3Mb

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The key to good primary teaching of numeracy and mathematics is confidence in mathematical knowledge and its relevance to the real world. In particular, effective implementation of the National Numeracy Strategy requires student teachers, primary teachers and mathematics coordinators to realize the place of mathematics across the range of National Curriculum subjects. 
This book explores mathematics as a set of tools for thinking about, designing, evaluating and changing the world of the child through the broader curriculum, rather than focusing on skills and concept building exclusively in the 'mathematical world.' Practical activities are included to stimulate readers to apply these ideas with confidence both within and beyond the mathematics lesson.

Contents
Acknowledgements iv
Introduction 1
1 Science: Quantifying the world 15
2 History: Mathematics and evidence from the past 25
3 Geography: A place for number 35
4 English: Patterns of language and patterns in language 43
5 Physical Education: Building geometrical thinking into playing games 56
6 Music: Notes and number 69
7 Design and Technology: Creating with numbers 80
8 Art: Keeping things in proportion 96
References 106
Index 107

Creative ICT

Antony Smith e  Simon Willcocks

 Routledge | 2005 | 118 páginas | rar - pdf | 5,5 Mb

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Promoting pupils' creativity when they use ICT, this book also encourages learning across core as well as foundation subjects. It includes: flexible activities for pupils to refer to as they work through the activities; helpful examples of work so pupils know what to aim for; additional support sheets that can be used by the pupil of the teacher; departure points for integrated studies; extension activities that will encourage further creativity.

Contents
Acknowledgements vii
Introduction ix
CHAPTER 1 - Core Areas: More to maths than meets the pi... 1
Cool Curves and Rockin’ Riley 2
Marvellous Mystic Rose 6
Crazy Curved Stitching 10
Terrible Text Challenge 15
Cracking Codes 18
Proof of the Pudding 22
Journey into Space 28
CHAPTER 2 - Humanities and science: Back to the future... forward into history 31
Super Solar System 32
Solar System to Scale 38
Illuminated Letters 42
Fabulous Family Trees 48
Parallel Time Lines 52
CHAPTER 3 - Art: Get the picture? 58
Roaring Roy Lichtenstein 59
Virtual Picasso 66
Excellent Escher 72
Dooby Dooby Diirer 80
Whole Lotta Warhol 86
Chillin’ Uccello 92
Stunning Stained Glass 98

Demystify Math, Science, and Technology: Creativity, Innovation, and Problem-Solving

Dennis Adams e Mary Hamm

R&L Education | 2013 -2ª edição | 161 páginas | rar - pdf | 921 kb

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In a rapidly evolving local and global economy, skills related to mathematical problem solving, scientific inquiry, and technological innovation are becoming more critical for success in and out of school. Thus, Demystify Math, Science, and Technology addresses the need to cultivate these skills in young students so that ingenuity, teamwork, and imaginative skills become part of their arsenal in dealing with real world challenges. This whole package of attributes is essential for learners imagining new scenarios and future work in areas that don't even exist yet. Another important issue is that teachers now deal with students who span the entire spectrum of learning. Students differ widely in levels of preparedness, personal interests, and cultural ways of seeing and experiencing the world. One size does not fit all. Teachers need to learn to turn diversity into an advantage because innovation builds on the social nature of learning; the more diverse the inputs, the more interesting the outputs. The authors also believe that no one should be sidelined with basic skill training in a way that keeps them away from the creative and collaborative engagement associated with problem solving, inquiry, and the technological products of math and science.

Contents
Preface v
1 Creativity, Innovation, and Differentiation: Problem
Solving and Inquiry with Math, Science, and Technology 1
2 Creative and Innovative Thinking: Differentiated Inquiry, Open-Ended Problem Solving, and Innovation 27
3 Mathematics: Problem Solving, Collaboration, Creativity, and Communication 57
4 Science: Inquiry, Differentiation, Innovation, and the Future 85
5 Technology and Education: Powerful Tools for Encouraging Creativity and Innovation 115

About the Authors 151

Circles All Around

Allyson Valentine Schrier

Perfection Learning Corp | 2006 | 12 páginas | rar - pdf | 14,11 Mb

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Shows circle shapes in nature

Paradoxes of the Infinite

(Routledge Revivals) 

Bernard Bolzano

Routledge | 2013 | 202 páginas | rar - pdf | 3,97 Mb

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Paradoxes of the Infinite presents one of the most insightful, yet strangely unacknowledged, mathematical treatises of the 19^th century: Dr Bernard Bolzano’s Paradoxien. This volume contains an adept translation of the work itself by Donald A. Steele S.J., and in addition an historical introduction, which includes a brief biography as well as an evaluation of Bolzano the mathematician, logician and physicist.

Contents
SHORT TITLE KEY TO BOLZANO REFERENCES page ix
HISTORICAL INTRODUCTION
I. THE HISTORICAL CONTEXT OF THE ‘ PARADOXIEN ’ 1
II. BIOGRAPHICAL SKETCH 9
III. BOLZANO THE MATHEMATICIAN 17
IV. BOLZANO THE LOGICIAN 40
V. BOLZANO THE PHYSICIST 50
VI. THE ‘ PARADOXIEN DES UNENDLICHEN* 53
TRANSLATION
editor’s preface page 59
SYNOPSIS OF CONTENTS 61
TEXT OF TRANSLATION 75
REFERENCE NOTES TO TRANSLATION 174
SELECTED BIBLIOGRAPHY
BIBLIOGRAPHICAL WORKS page 176
BIOGRAPHICAL WORKS 176
BY BOLZANO ON LOGIC 176
BY BOLZANO ON MATHEMATICS 177

BY BOLZANO ON PHYSICS 178
BY BOLZANO ON OTHER SUBJECTS 179
ON BOLZANO THE LOGICIAN 179
ON BOLZANO THE MATHEMATICIAN 180
ON BOLZANO THE PHILOSOPHER l8l
KEY TO THE QUOTATIONS IN THE ‘ PARADOXIEN’ 182
INDEX OF PERSONS AND PLACES 185

INDEX OF TOPICS 188

Primary Teaching Assistants: Curriculum in Context

Carrie Cable

Routledge | 2005 | 254 páginas | rar - pdf | Mb

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Teaching assistants are uniquely placed to support children’s involvement with learning through the curriculum. This book explores those issues that are central to that process. Specifically it examines:

• strategies for supporting learning and assessment in English, maths and science
• inclusive and imaginative practices in all areas of learning
• home and community contexts for learning
• working practices which support professional development.

This book is written primarily for learning support staff, their teaching colleagues and those responsible for professional development and training.

Contents

Acknowledgements

Introduction

Carrie Cable and Ian Eyres

Section 1: Children and the curriculum

Introduction to Section 1

Carrie Cable and Ian Eyres

1 Play

Stephanie Northen

2 Talk about texts at the computer: using ICT to develop children’s oral and literate abilities

Neil Mercer, Manuel F ernandez, Lyn Dawes, Rupert Wegerif and Claire Sams

3 ICT, learning and primary mathematics

John Ralston

4 Reflections on six years of the National Literacy Strategy

Kathy Hall

5 What can teachers learn from the language that children use?

Chris Bills

6 Watching and learning: the tools of assessment

Cathy Nutbrown

7 Social constructivism in the classroom

Judith Watson

8 Constructivism and primary science

Patricia Murphy

9 Supporting science in Key Stage 1

Janet K ay

10 Learning science

Joan Solomon with Stephen Lunn

Section 2: Contexts for learning

Introduction to Section 2

Carrie Cable and Ian Eyres

11 Learning at Coombes School 83

Bob Jeffrey and Peter Woods

12 Making sense of it all: using ICT to support older bilingual new arrivals 93

Sheilagh Crowther with Ian Eyres

13 A well-equipped hamster cage: the rationalisation of primary school playtime 96

Sarah Thomson

14 The articulate playground: trainee teachers meet pocket monsters 104

Elizabeth Grugeon

15 School buildings: ‘A safe haven, not a prison . . 1 1 0

Catherine Burke and Ian Grosvenor

16 Joining Gabriel’s play 116

Kayte Brim acom be with Roger Hancock

17 The role of grandparents in children’s learning 120

Charmian Kenner, Tahera Arju, Eve Gregory, John Jessel and Mahera Ruby

18 Supplementary schools and their parents: an overlooked resource? 127

John  Bastiani

Section 3: Working together 131

Introduction to Section 3

Carrie Cable and Ian Eyres

19 Winning teams 133

Hilary Cremin, Gary Thomas and Karen Vincett

20 Supporting primary mathematics 136

Jenny Houssart

21 Reflections on practice: three bilingual teaching assistants/instructors reflect on their roles 143

Carrie Cable

22 Enabling children’s creativity 151

Lindsey Haynes with Anna Craft
23 ‘Are they teaching?’ An alternative perspective on parents as educators
Janet Atkin and John Bastiani
24 Effective home-school links
Suzanne Brown
25 Developing pupils’ skills in self-assessment in the primary classroom
Ruth Dann
Section 4: Perspectives and voices
Introduction to Section 4
Carrie Cable and Ian Eyres
26 ‘Whoops, I forgot David’: children’s perceptions of the adults
who work in their classrooms
Ian Eyres, Carrie Cable, Roger Hancock and Janet Turner
27 What do pupils and parents think?
Patricia Atkinson
28 Getting your voice heard and making a difference
Chris Scrivener
29 Bangladeshi women and their children’s reading
Adrian Blackledge
30 Social outcasts
Times Educational Supplement
31 Common sense has much to learn from moonshine
Philip Pullman
32 Beyond the tests: literacy in successful schools
Thelma Hall with Ian Eyres
33 Co-ordinating support for learning
Liz Gerschel
34 Learning through the enriched curriculum
Dympna Meikleham with Roger Hancock
Index

Where's the Wonder in Elementary Math?: Encouraging Mathematical Reasoning in the Classroom

Judith McVarish

Routledge | 2007 | páginas | rar - pdf | Mb

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This book argues that even in today's high-stakes testing environment, 'teaching to the test' need not be teachers’ only focus as they introduce young children to mathematics. Judith McVarish demonstrates how building a community of learners and using problem solving to engage students can help teachers encourage students’ disposition to creative thinking and reasoning—skills that can otherwise become lost due to the pressure of the many other expectations placed upon both teachers and students. This book offers strategies for infusing mathematics learning and reasoning into elementary school classrooms while meeting curriculum and testing mandates. The teacher researcher component of each chapter provides a vehicle for teachers to bring their own expertise and questions back into the teaching and learning equation.

Contents
Acknowledgments ix
Series Editor’s Foreword xi
Chapter 1 Setting the Stage . 1
Chapter 2 What Does the Room Teach? 25
Chapter 3 Who Asks the Questions? Who Answers Them? 43
Chapter 4 How Can I Tune Transitions to a New Key? 65
Chapter 5 What Is Real about Homework? . 79
Chapter 6 How Do I De-Fang the Test? . 99
Chapter 7 How Can We Take Critical Thinking Beyond the Classroom? 119
Chapter 8 What Do Parents Know? . 139
Chapter 9 Is Thinking about Thinking Just a Play on Words? . 155
References  173

Index 177

550 AP Calculus AB & BC Practice Questions (College Test Preparation)

Princeton Review

Princeton Review | 2013 | 448 páginas | rar - epub | 29,8 Mb

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THE PRINCETON REVIEW GETS RESULTS. Get extra preparation for an excellent AP Calculus AB & BC score with 550 extra practice questions and answers.

Practice makes perfect—and The Princeton Review’s 550 AP Calculus AB & BC Practice Questions gives you everything you need to work your way to the top. Inside, you’ll find tips and strategies for tackling and overcoming challenging questions, plus all the practice you need to get the score you want.
Inside The Book: All the Practice and Strategies You Need• 2 diagnostic exams (one each for AB and BC) to help you identify areas of improvement• 2 comprehensive practice tests (one each for AB and BC)• Over 300 additional practice questions• Step-by-step techniques for both multiple-choice and free-response questions• Practice drills for each tested topic: Limits, Functions and Graphs, Derivatives, Integration, Polynomial Approximations, and Series• Answer keys and detailed explanations for each drill and test question• Engaging guidance to help you critically assess your progress

Enacted Mathematics Curriculum: A Conceptual Framework and Research Needs

Denisse R. Thompson e Zalman Usiskin

 Information Age Publishing | 2013 | páginas | rar - pdf | 4,41 Mb

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This volume is an outgrowth of the Conference on Research on the Enacted Mathematics Curriculum, funded by the National Science Foundation and held in Tampa, Florida in November 2010. The volume has the potential to be useful to a range of researchers, from established veterans in curriculum research to new researchers in this area of mathematics education. The chapters can be used to generate conversation about researching the enacted mathematics curriculum, including similarities and differences in the variables that can and should be studied across various curricula. As such, it might be used by a curriculum project team as it outlines a research agenda for curriculum or program evaluation. It might be used as a text in a university graduate course on curriculum research and design. The chapters in this volume are a natural complement to those in Approaches to Studying the Enacted Mathematics Curriculum (Heck, Chval, Weiss, & Ziebarth, 2012), also published by Information Age Publishing. While the present volume focuses on a range of issues related to researching the enacted mathematics curriculum, including theoretical and conceptual issues, the volume by Heck et al. provides insights into different instrumentations used by groups of researchers to study curriculum enactment

CONTENTS
Acknowledgements . .. vii
Preface. . . . ix
1. The Enacted Curriculum as a Focus of Research
Gabriel Cal and Denisse R. Thompson . . . 1
2. Examining Variations in Enactment of a Grade 7 Mathematics Lesson by a Single Teacher: Implications for Future Research on Mathematics Curriculum Enactment
Mary Ann Huntley and Daniel J. Heck. .. 21
3. Influence of Mathematics Curriculum Enactment on Student Achievement
Patricia D. Hunsader and Denisse R. Thompson . . 47
4. Teachers’ Knowledge and the Enacted Mathematics Curriculum
Ji-Won Son and Sharon L. Senk . . . 75
5. Instruments for Studying the Enacted Mathematics Curriculum
Steven W. Ziebarth, Nicole L. Fonger, and James L. Kratky . .  . 97
6. Conceptualizing the Enacted Curriculum in Mathematics Education
Janine T. Remillard and Daniel J. Heck . . 121
7. Recommendations for Generating and Implementing a Research Agenda for Studying the Enacted Mathematics Curriculum
Kathryn B. Chval, Iris R. Weiss, and Rukiye Didem Taylan. .  . . 149
Postscript

Zalman Usiskin. . . 177

Assessment in middle and high school mathematics: a teacher's guide

Daniel Brahier

Routledge | 2001 | 138 páginas | rar - pdf | 6,31 Mb

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It describes each strategy and clarifies its advantages and drawbacks. Also included is a large sample of classroom-tested examples along with sample student responses. These examples can be used "as is" - or you can customize them for your own class. This book will help prepare your students for standardized tests that include items requiring evidence of conceptual understanding. The strategies reflect the assessment Standards benchmarks established by the NCTM. In addition, an entire chapter is devoted to help teachers use these assessments to arrive at their students' grades.

Contents
1 WHY CHANGE ASSESSMENT PRACTICES? 1
EXAMPLES OF STUDENT ASSESSMENTS 3
SQUARE ROOT OF A NUMBER 3
SOLVING PROPORTIONS 4
COMPUTATION AND NUMBER SENSE 5
STANDARDIZED TESTING 7
THE ASSESSMENT STANDARDS 8
THE IDEAL LINE OF INFERENCE 11
2 ALTERNATIVES FOR ASSESSMENT 17
OPEN-ENDED QUESTIONS AND RUBRICS 18
ADVANTAGES TO USING OPEN-ENDED QUESTIONS AND RUBRICS 22
POSSIBLE DRAWBACKS TO USING OPEN-ENDED QUESTIONS AND RUBRICS 22
JOURNALS 23
ADVANTAGES TO USING JOURNALS . 24
POSSIBLE DRAWBACKS TO USING JOURNALS 25
PROJECTS/PRESENTATIONS 26
ADVANTAGES TO USING PROJECTS/PRESENTATIONS 27
POSSIBLE DRAWBACKS TO USING PROJECTS/PRESENTATIONS . 27
OBSERVATIONS 28
ADVANTAGES TO USING OBSERVATIONS 28
POSSIBLE DRAWBACKS TO USING OBSERVATIONS 29
CONCLUSION 29
3 SAMPLE ASSESSMENTS 33
SAMPLE OPEN-ENDED QUESTIONS AND RUBRICS 33
NUMBER AND OPERATIONS 41
ALGEBRA 42
GEOMETRY 43
MEASUREMENT 43
DATA ANALYSIS AND PROBABILITY 44
SAMPLE JOURNAL PROMPTS 46
SAMPLE PROJECTS AND PRESENTATIONS 54
FUNCTIONS LEARNING STATIONS PROJECT - PATTERNS, ALGEBRA 54
REAL-LIFE FUNCTIONS PROJECT - FUNCTIONS, ALGEBRA 57
GRAPHING PROJECT - GRAPHS, FUNCTIONS, ALGEBRA, GEOMETRY /TRANSLATIONS 59
ANALYTIC GEOMETRY PROJECT - COORDINATE GEOMETRY (PYTHAGOREAN THEOREM, SLOPE, DISTANCE, MIDPOINT) 64
FRACTAL PROJECT - GEOMETRY, ALGEBRAIC EXPRESSIONS, ITERATION 67
GRAPHING CALCULATOR PROGRAMING PROJECT - WRITING ALGORITHMS, LOGICAL THINKING AND REASONING, USING A GRAPHING CALCULATOR . 69
SAMPLE OBSERVATION TIPS AND CHECKLISTS 73
CONCLUSION 79
4 DETERMINING FINAL GRADES . 81
WHY Do WE ASSESS STUDENT PROGRESS? . 81
ASSESSMENT AND FINAL GRADES . 84
TEST SCORES AND QUIZ SCORES 85
HOMEWORK SCORES 86
JOURNAL RUBRIC SCORES . 88
PROJECT GRADES 89
OPEN-ENDED QUESTION RUBRIC SCORES . 89
THE FINAL GRADE 92
ASSESSMENTS FOR OTHER PURPOSES 93
5 TAKING THE FIRST STEP . 99
THE ASSESSMENT PLAN 99
RATIONALE 100
GENERAL FRAMEWORK 101
SPECIFICS (TASKS, RUBRICS) . 103
THE NCTM ASSESSMENT STANDARDS AS BENCHMARKS 104
THE MATHEMATICS STANDARD 104
THE LEARNING STANDARD 105
THE EQUITY STANDARD . 105
THE OPENNESS STANDARD 105
THE INFERENCES STANDARD 105
THE COHERENCE STANDARD 106
ASSESSING YOUR ASSESSMENT PLAN .. 107
ApPENDIX 113
BOOKS 113
INTERNET RESOURCES 115
JOURNAL ARTICLES 117
VIDEO MATERIALS 120

Outros livros de Daniel Brahier:

Teaching secondary and middle school Mathemathics por Daniel Brahier Idioma: Inglês   Editora: Boston, Mass : Pearson Education, ©2012.

Today's mathematics : concepts, methods, and classroom activities por James W Heddens; William R Speer; Daniel J Brahier   Idioma: Inglês   Editora: Hoboken, NJ : Wiley, ©2009

Communication and Creativity in the Math Classroom: Non-Traditional Activities and Strategies that Stress Life Skills

 Nicholas J. Rinaldi

R&L Education | 2013 | 97 páginas | rar - pdf | 778 kb

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Whether you are a new or an experienced teacher, Communication and Creativity in the Math Classroom provides you with classroom-tested activities and ideas which are motivating, engaging, and meaningful to students. 
Traditional textbooks commonly feature conventional, un-engaging, and somewhat boring problems and activities. Communication and Creativity in the Math Classroom provides you with activities and ideas which stress life skills such as communicating more effectively, being creative, analyzing a variety of problems, following directions, and working cooperatively with others. These skills are very valuable but are rarely addressed in the traditional math curriculum. The materials and ideas in this book allow you to interject these skills into your daily lessons while covering various mathematical topics. Many of the easily reproducible activities can be used as assessments; consequently, suggested scoring rubrics are included as well as helpful strategies and observations. 
ContentsPreface vii
Introduction xi
1 Let’s Begin at the Beginning 1
Opening-of-Class Activities 1
Unusual Equations 2
Three of a Kind 3
Palindrome Puzzler 4
Famous Structures 5
How Observant Are You? 6
Miscellaneous Brain Teasers 7
2 Can We Talk? 9
You and Me 9
Do I Have to Draw You a Picture? 10
Joy Ride 12
Oh, Say Can You See 14
Lady Liberty and Me 18
Talking Baseball 20
To Serve a Serving 21
Troublesome Technology 23
Is Love Transitive? 25
Student Presentations 25
Do It Up Front 29
Remember? 29
Engaging Questions/Comments 30
3 Let’s Create Creativity 31
A Picture Is Worth a Thousand Points 31
I Am a Geometric Figure 33
I Am a Number 36
Once Upon a Time 39
Game Time 41
3.14 Happy Pi Day 43
General Math, Prealgebra, and Algebra I Classes 44
Geometry Classes 44
Algebra II and More-Advanced Classes 45
Name That Pi 48
4 In Search of . . . 51
Geometry Scavenger Hunt 52
Number Scavenger Hunt 53
Transformation Treasure Trek 55
5 But Wait, There’s Still More 57
Linguini Lines 57
W-o-r-d C-h-a-i-n-s 59
Your Guess Is as Good as Mine 60
Emergency Folder 61
Random Students 62
Take Me Out to the Ball Game 63
Guess What’s on My Mind 64
The Equation of a Line 64
It’s a Sine of the Times 66
Conclusion 69
Appendix 71
Answers to Selected Exercises 75

The Really Useful Maths Book: A Guide to Interactive Teaching

Tony Brown e Henry Liebling 

Routledge | 2014 - 2ª edição | 326 páginas | rar - pdf | Mb

link (password: matav)

1ª edição - 2005

The Really Useful Maths Book is for all those who want children to enjoy the challenge of learning mathematics. With suggestions about the best ways to use resources and equipment to support learning, it describes in detail how to make learning the easy option for children.An easy-to-follow, comprehensive guide packed with ideas and activities, it is the perfect tool to help teachers who wish to develop their teaching strategies.

The second edition has been fully updated in light of the latest research, as well as in response to the new mathematics curriculum. It includes many more practical activities for each mathematical topic and explores exciting new areas. Key topics covered include:

• Numbers and the number system
• Operations and calculations
• Shape and space
• Measures, statistics and data handling
• Cross-curricular approaches
• Resources and planning for teaching and learning
• Contexts for making sense of mathematics
• Bridges, strategies and personal qualities
• Dialogue and interactive teaching
• International perspectives on teaching and learning
• Psychology and neuroscience to maximize learning.

The Really Useful Maths Book makes mathematics meaningful, challenging and interesting. It will be invaluable to practicing primary teachers, subject specialists, maths co-ordinators, student teachers, mentors, tutors, home educators and others interested in mathematics education programmes.

Contents

List of resource pages viii

Acknowledgements ix

Why another book about primary school mathematics? x

Using The Really Useful Maths Book xiv

PART I MATHEMATICAL ACTIVITIES AND TEACHING

STRATEGIES 1

Introduction 3

N NUMBERS AND THE NUMBER SYSTEM 10

1 Counting and counting out 10

2 Saying and making numbers 16

3 Arabic and other number systems 26

4 Working with grids 32

5 Working with target boards 40

6 Working with sets 46

7 Working with square numbers 48

8 Exploring algebra 50

9 Taking ideas from ‘floor to head’ 58

O OPERATIONS AND CALCULATIONS 64

1 Number lines 64

2 The story of 24 68

3 Arithmetic operations 76

4 Arithmogons and other puzzles 88

5 Teaching multiplication tables 100

6 Divisibility rules 110

S SHAPE AND SPACE 114

1 Visualisation techniques and activities 114

2 Activities and investigations 120

3 Working with cloths 128

4 Unusual and unfamiliar 134

5 Changing shapes 140

M MEASURES, STATISTICS AND DATA HANDLING 146

1 Measures and measurement 146

2 Data handling and using the media 156

3 Statistics and probability 160

4 Using personal measurement 166

5 Investigating measurement 168

X CROSS-CURRICULAR APPROACHES 179

1 Cross-curricular approaches 179

2 Playing with the language of mathematics 184

3 Maths in music, dance and knitting 188

4 Maths, sustainability and the global dimension 193

5 Reasoning, logic, proof and programming 197

PART II DEVELOPING INTERACTIVE TEACHING

STRATEGIES 203

Introduction 204

A TEACHING AND LEARNING FROM INTERNATIONAL PERSPECTIVES 205

1 Policy and content 205

2 Pupil performance 207

3 Classroom practice 209

4 Findings from psychology and neuroscience 212

B CHILDREN AND TEACHERS INTERACTING 218

1 Pupil, teacher, mathematics: a dynamic model of interaction 218

2 Interactive teaching 220

3 Children talking, teachers listening 221

4 Questions and questioning 224

5 Assessment for learning 232

C RESOURCES AND PLANNING FOR TEACHING AND LEARNING 245

1 Achieving balance in the mathematics curriculum 245

2 Using resources to emphasise mathematical attributes 247

3 Resources for counting and calculation 251

4 Planning to optimise learning 254

D CONTEXTS FOR MAKING SENSE OF MATHEMATICS 261

1 Using different contexts to help make sense of mathematics 261

2 Practical activities and solving problems 264

E BRIDGES, STRATEGIES AND PERSONAL QUALITIES 268

1 Building bridges for learning 268

2 The importance of strategy building 272

3 Eight qualities of successful learners 277

PART III ADDITIONAL MATERIAL 281

How to use Part III, QR codes, the companion website and glossary 282

Additional sources 283

Bibliography 287

Journals, organisations, software, equipment and other resources 290

Websites 293

Author index 299

Pedagogical issues index 300

Maths content index 304

Activity matrix 306

Common Core Mathematics in a PLC at Work, Grades 6-8

Diane J. Briars, Harold Asturias, David Foster e Mardi A. Gale

Solution Tree | 2012 | páginas | rar - epub | Mb

link (password: matav)

This teacher guide illustrates how to sustain successful implementation of the CCSS for mathematics for grades 6-8. Discover what students should learn and how they should learn it at each grade level. Acquire strategies for meeting the rigor of the grades 6-8 standards, including the unique content around ratios, proportions, and relationships at grades 6 and 7. Get insight into the new expectations for grades 6-8 assessment as well as the readiness required for the high school standards.

Comprehensive and research-affirmed analysis tools and strategies will help you and your collaborative team develop and assess student demonstrations of deep conceptual understanding and procedural fluency. You'll also learn how fundamental shifts in collaboration, instruction, curriculum, assessment, and intervention can increase college and career readiness in every one of your students.

Benefits

- Discover the five essential paradigm shifts necessary to implement the CCSS for mathematics.

- Receive guidance on forming and sustaining collaborative teams in a Professional Learning Community at Work culture.
- Develop a 'less is more'; content mind-set: fewer standards will result in the opportunity of time needed for deeper rigor and conceptual understanding work with students.
- Gain helpful formative assessment strategies for development of student proficiency in the Standards for Mathematical Practice.
- Access dozens of tools, activities, examples, resources, and reproducibles to help teachers and teams analyze, interpret, and implement the common core standard expectations for instruction and assessment.
- Examine the research-affirmed foundation of mathematics content and process standards from 1989 to 2010 and deepen your understanding of the common core expectations.

Contents
1. Using high-performing collaborative teams for mathematics
2. Implementing the common core standards for mathematical practice
3. Implementing the common core mathematics content in your curriculum
4. Implementing the teaching-assessing-learning cycle
5. Implementing required response to intervention
Epilogue. Your mathematics professional development model
Appendix A. Standards for mathematical practice
Appendix B. Standards for mathematical content, grade 6
Appendix C. Standards for mathematical content, grade 7
Appendix D. Standards for mathematical content, grade 8.

Old Dogs, New Math: Homework Help for Puzzled Parents by

Mike Askew e Rob Eastaway

The Experiment | 2010 | 384 páginas | rar - epub | 2,55 Mb

link (password: matav)

Can you help me with my math homework?” If, like most parents, this question fills you with a sense of dread (or even panic), then this is the book for you.

So much for the “good old days” when elementary students simply memorized their times tables and struggled through long division. Today, students are expected not just to find the right answer, but also to choose the best method for doing so—and toexplain why it works.

On top of that, students are learning new strategies—even for basic arithmetic—that look foreign to many parents: What areopen number lines, decomposing and nets, and how do you multiply on a grid?

If your attempts to help your child are met with “That’s not how the teacher does it,” then it’s time to take the stress out of math homework. Old Dogs, New Math is your guide to:

• Number lines, place value and negative numbers

• Long multiplication and division

• Fractions, percentages and decimals

• Shapes, symmetry and angles

• Data analysis, probability and chance

Contents
Preparation: Introduction
The big questions
Math props for moms and dads
Math language
A year-by-year summary
Arithmetic and how it has changed: Numbers and place value
Addition and subtraction: mental methods
Addition and subtraction: paper-and-pencil methods
Simple multiplication and tables
Division
Beyond arithmetic: Fractions, percentages and decimals
Shapes, symmetry and angles
Measuring
Data analysis and probability
Calculator math
Big ideas for small people
Questions...and answers: Questions that your 11-year-old might encounter: Part 1: Calculators not allowed --Part 2: Calculators are allowed
Answers to questions that your 11-year-old might encounter
Part 1: Calculators not allowed --Part 2: Calculators are allowed
Answers to test yourself questions
And finally ...
Dos and don'ts
Glossary.

Complete with sample questions, examples of children’s errors, and over 25 games and activities, Old Dogs, New Math will not only demystify math, but also help you and your child discover math all around you—and have fun doing it!