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This popular text and it's new integrated online resource, MyEducationLab, promotes a learner-centered approach to teaching elementary and middle school mathematics. These resources provide valuable research-based instructional strategies, resources, and activities to help you learn to evaluate how children think mathematically and how to link that knowledge to developmentally appropriate teaching practices.  A strong focus on NCTM Standards and developing critical tools to meet the individual needs of students ensures all students and teachers can be successful with math.

· Why do some students achieve more than others?· Do we have to wait until pupils are "ready"?· Can children discover math for themselves? · Does language interfere with the learning of math?This classic text, written from the viewpoint of the math teacher, provides answers to these and many more questions. Each chapter explores a particular issue that illustrates the interaction between theory and practice. New chapters have been included on cognition, pattern, and ICT.

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Learning Mathematics The Cognitive Science Approach to Mathematics Education Robert B Davis

Learning Mathematics The Cognitive Science Approach to Mathematics Education Robert B Davis

Finally. A cooperative learning book specifically for high school mathematics teachers. Includes a rich array of activities for all levels of high school mathematics. You receive half a dozen Kagan cooperative learning structures: Line-Ups, Mix Pair RallyCoach, Mix-N-Match, Inside-Outside Circle, RallyCoach, RoundTable. For each structure you receive numerous activities and blackline masters for Pre-Algebra, Algebra 1, Geometry, Algebra 2, Trigonometry, and Pre-Calculus. Activities for fractions, geometry definitions, graphs, probability, algebraic expressions, word problems, slope, angle, proofs, equations, functions, parabolas, and much, much more. Nearly 300 activities in all! Your students will work together successfully with these proven cooperative structures. Working together, your students enjoy math more and learn more.

This classic text presents problems of learning and teaching mathematics from both a psychological and mathematical perspective. The Psychology of Learning Mathematics, already translated into six languages (including Chinese and Japanese), has been revised for this American Edition to include the author's most recent findings on the formation of mathematical concepts, different kinds of imagery, interpersonal and emotional factors, and a new model of intelligence. The author contends that progress in the areas of learning and teaching mathematics can only be made when such factors as the abstract and hierarchical nature of mathematics, the relation to mathematical symbolism and the distinction between intelligent learning and rote memorization are taken into account and instituted in the classroom.

This classic includes 179 do-tomorrow activities and 23 complete step-by-step cooperative learning lessons to teach number, measurement, geometry, patterns and functions, statistics, probability, logic, and algebra. Blackline masters galore. The lessons emphasize manipulatives, calculators, performance assessment, creative thinking, problem solving and co-op structures.

This read-aloud for young children invites them to quantify sets of interesting things in a variety of ways: counting by ones, making groups of fives and tens, grouping and regrouping, and comparing amounts. Colorfully illustrated with photographs of children's favorite collections, it serves as a companion to the Context for Learning Mathematics kindergarten unit, How Many: Quantifying and Representing.

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This read-aloud for young children invites them to quantify sets of interesting things in a variety of ways: counting by ones, making groups of fives and tens, grouping and regrouping, and comparing amounts. Colorfully illustrated with photographs of children's favorite collections, it serves as a companion to the Context for Learning Mathematics kindergarten unit, How Many: Quantifying and Representing.

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This text is a thorough and practical guide to teaching pre-school through 6th grade level mathematics for the pre-service and in-service elementary school teacher. Kennedy and Tipps have perfected a combination math methods/resource book that is consistent with the 2000 National Council of Teachers of Mathematics (NCTM) Standards.

The key to effective math learning lies not in the regurgitation of isolated facts but in the ablility to reason with and use what is learned - in understanding the concepts. But what does it mean to design a classroom so that understanding is the primary objective? What would a system of instruction look like if we took seriously the goal of helping all students understand mathematics? In this ground-breaking book, James Hiebert and his colleagues arm teachers with the best current research-based ideas for designing - and defending - classrooms that support students' mathematical understanding. It is based on the authors' work in four separate research programs, all of which investigated the effects of specific instructional approaches. Out of their ongoing discussions emerged a striking consensus about what features are essential and what features are optional, which they share in this book. They also provide glimpses into their individual projects and into the classrooms from which they have drawn many of their ideas. By describing the essential features of classrooms that support students' mathematical understanding and by offering pictures of several classrooms that exhibit these features, Making Sense provides a valuable framework within which elementary teachers can reflect on their own practice and think again about what it means to teach for understanding.

Algebra Out Loud is a unique resource designed for mathematics instructors who are teaching algebra I and II. This easy-to-use resource is filled with illustrative examples, strategies, activities, and lessons that will help students more easily understand mathematical text and learn the skills they need to effectively communicate mathematical concepts. Algebra Out Loud's strategies and activities will give students the edge in learning how to summarize, analyze, present, utilize and retain mathematical content. The book offers proven writing activities that will engage the students in writing about algebraic vocabulary, processes, theorems, definitions, and graphs. Algebra Out Loud gives teachers the tools they need to help their students learn how to communicate about math ideas between student and teacher, student and peers, and student and the wider world. For quick access and easy use, the activities are printed in a big 8 1/2" x 11"format for photocopyin g and are organized into eight chapters.

This unit focuses on the early development of quantifying and representing number with symbols and is a kindergarten unit in the Contexts for Learning Mathematics series. It is designed to be used as a companion unit with My Favorite Collections--a previous CFLM unit where students collected and organized favorite items, and sorted, compared and categorized them. This unit, designed as an extension to that work, supports students to count, group, and label quantities up to 100 as they continue to collect, add, and remove items in their favorite collections. As they work, students notice place value patterns in our number system.

Geometry Out Loud is the second volume in the popular MathOut Loud series. Written for mathematics teachers of students ingrades 8-12, this easy-to-use resource is filled with illustrativeexamples, strategies, activities, and lessons that will helpstudents more easily understand mathematical text and learn theskills they need to effectively communicate mathematicalconcepts.  Geometry Out Loud outlines the progressionof axiomatic geometry through transformational geometry and showsthe differences in visual thinking that have occurred over theyears. The book is filled with strategies and activities forlearning geometry, numerous illustrative examples, and ready-to-uselessons. Geometry OutLoud gives teachers the tools they need to help their studentslearn how to communicate about math ideas between student andteacher, student and peers, and student and the wider world. Forquick access and easy use, the activities are printed in a big8-1/2" x 11" format for photocopying, and are organized into eightchapters.  

Learning and Doing is for anyone keen to develop learning skills or to enhance their problem-solving powers. It will help you develop your own strategies by recognising blockages and then using the techniques of generalizing and specializing to identify routes to a solution. Examples are varied. Many are mathematical in flavour, but they are accessible to anyone with an interest in the subject and the methods proposed apply across the curriculum and indeed to everyday situations in modern life. Developed at the Open University, all the material is tried and tested. Professor Mason’s style is relaxed and colloquial – accessible to all, whether a teacher wanting to use it for examples and fresh ways to inspire, or a parent or student wanted to boost their learning and broaden their mathematical thinking. Contents: Specializing Generalizing Specializing and Generalizing Together Convincing Yourself and Others When is an Argument Valid? Further Food for Thought Five Interludes are presented between the chapter – to provoke practical mathematical thinking, and have some fun.

Two of the most important concepts children develop progressively throughout their mathematics education years are additivity and multiplicativity. Additivity is associated with situations that involve adding, joining, affixing, subtracting, separating and removing. Multiplicativity is associated with situations that involve duplicating, shrinking, stressing, sharing equally, multiplying, dividing, and exponentiating.This book presents multiplicativity in terms of a multiplicative conceptual field (MCF), not as individual concepts. It is presented in terms of interrelations and dependencies within, between, and among multiplicative concepts. The authors share the view that research on the mathematical, cognitive, and instructional aspects of multiplicative concepts must be situated in an MCF framework.