Search Results for "the-development-of-multiplicative-reasoning-in-the-learning-of-mathematics-suny-series-reform-in-mathematics-education"

Development of Multiplicative Reasoning in the Learning of Mathematics, The

Development of Multiplicative Reasoning in the Learning of Mathematics, The

  • Author: Guershon Harel,Jere Confrey
  • Publisher: SUNY Press
  • ISBN: 1438405804
  • Category: Education
  • Page: 407
  • View: 6962
DOWNLOAD NOW »
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.

Symbolizing, Modeling and Tool Use in Mathematics Education

Symbolizing, Modeling and Tool Use in Mathematics Education

  • Author: K.P Gravemeijer,R. Lehrer,H.J. van Oers,Lieven Verschaffel
  • Publisher: Springer Science & Business Media
  • ISBN: 9781402010323
  • Category: Education
  • Page: 306
  • View: 4229
DOWNLOAD NOW »
This book explores the option of building on symbolizing, modeling and tool use as personally meaningful activities of students. It discusses the dimension of setting: varying from the study of informal, spontaneous activity of students, to an explicit focus on instructional design, and goals and effects of instruction; and the dimension of the theoretical framework of the researcher: varying from constructivism, to activity theory, cognitive psychology and instructional-design theory.

The Nature and Role of Algebra in the K-14 Curriculum

The Nature and Role of Algebra in the K-14 Curriculum

Proceedings of a National Symposium

  • Author: National Research Council,National Council of Teachers of Mathematics and Mathematical Sciences Education Board,Center for Science, Mathematics, and Engineering Education
  • Publisher: National Academies Press
  • ISBN: 9780309173681
  • Category: Education
  • Page: 206
  • View: 8565
DOWNLOAD NOW »
With the 1989 release of Everybody Counts by the Mathematical Sciences Education Board (MSEB) of the National Research Council and the Curriculum and Evaluation Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM), the "standards movement" in K-12 education was launched. Since that time, the MSEB and the NCTM have remained committed to deepening the public debate, discourse, and understanding of the principles and implications of standards-based reform. One of the main tenets in the NCTM Standards is commitment to providing high-quality mathematical experiences to all students. Another feature of the Standards is emphasis on development of specific mathematical topics across the grades. In particular, the Standards emphasize the importance of algebraic thinking as an essential strand in the elementary school curriculum. Issues related to school algebra are pivotal in many ways. Traditionally, algebra in high school or earlier has been considered a gatekeeper, critical to participation in postsecondary education, especially for minority students. Yet, as traditionally taught, first-year algebra courses have been characterized as an unmitigated disaster for most students. There have been many shifts in the algebra curriculum in schools within recent years. Some of these have been successful first steps in increasing enrollment in algebra and in broadening the scope of the algebra curriculum. Others have compounded existing problems. Algebra is not yet conceived of as a K-14 subject. Issues of opportunity and equity persist. Because there is no one answer to the dilemma of how to deal with algebra, making progress requires sustained dialogue, experimentation, reflection, and communication of ideas and practices at both the local and national levels. As an initial step in moving from national-level dialogue and speculations to concerted local and state level work on the role of algebra in the curriculum, the MSEB and the NCTM co-sponsored a national symposium, "The Nature and Role of Algebra in the K-14 Curriculum," on May 27 and 28, 1997, at the National Academy of Sciences in Washington, D.C.

Resources in Education

Resources in Education

  • Author: N.A
  • Publisher: N.A
  • ISBN: N.A
  • Category: Education
  • Page: N.A
  • View: 621
DOWNLOAD NOW »

Subject Guide to Books in Print

Subject Guide to Books in Print

An Index to the Publishers' Trade List Annual

  • Author: N.A
  • Publisher: N.A
  • ISBN: N.A
  • Category: American literature
  • Page: N.A
  • View: 3967
DOWNLOAD NOW »

Forthcoming Books

Forthcoming Books

  • Author: Rose Arny
  • Publisher: N.A
  • ISBN: N.A
  • Category: American literature
  • Page: N.A
  • View: 6486
DOWNLOAD NOW »

Teachers' understanding of the fraction and ratio concepts in additive situations

Teachers' understanding of the fraction and ratio concepts in additive situations

a study with Cornell and Conakry preservice teachers

  • Author: Mohamed Lamine Toure
  • Publisher: N.A
  • ISBN: N.A
  • Category:
  • Page: 500
  • View: 8806
DOWNLOAD NOW »

Providing a Foundation for Teaching Mathematics in the Middle Grades

Providing a Foundation for Teaching Mathematics in the Middle Grades

  • Author: Judith T. Sowder,Bonnie P. Schappelle
  • Publisher: SUNY Press
  • ISBN: 1438420730
  • Category: Mathematics
  • Page: 336
  • View: 778
DOWNLOAD NOW »
This book provides middle school teachers with a firm pedagogical foundation based on the manner in which students learn the mathematics being taught.