By Marilyn Burns

A compendium of greater than 240 classroom-tested classes, this crucial source is helping lecturers construct scholar knowing and talents and know how childrens top research math. during this 3rd variation, Marilyn Burns has thoroughly revised the 1st part to mirror what she has realized through the years from her school room event with scholars and her specialist improvement adventure with academics. This part has additionally been accelerated to handle those vital themes: instructing math vocabulary, incorporating writing into math guideline, linking review and guide, and utilizing kid's literature to coach key math suggestions. In a completely new part, Marilyn addresses a variety of questions she has bought through the years from common and center university lecturers concerning school room administration and educational concerns.

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Extra info for About Teaching Mathematics: A K-8 Resource, 3rd Edition

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Make sure students understand the two basic reasons that writing is an important part of math: to support their learning and to help you assess their progress. Establish yourself as the audience. Let students know that their writing will help you teach them better by providing valuable insights into their understandings, misconceptions, and confusions. Ask students to include details and to explain their thinking as thoroughly as possible. Encourage them to use words, numbers, and, if they like, pictures to provide as much information as possible.

Suppose you take a piece of yarn and wrap it around the can to measure its circumference. Do you think the circumference is longer, shorter, or about the same as the height of the can? Indicate on the drawing how high you think the circumference measure will reach. As with the previous experience, many people guess incorrectly. The common misperception is that the yarn will be about the same length as the height of the can. There’s an element of surprise when that perception is proved to be incorrect.

Parents are concerned about their children’s arithmetic skills. They want their children to bring home papers that show the arithmetic work they are doing in school. They don’t want another rerun of the “new math” fiasco. Parents argue that they learned arithmetic when they were in school without all this fuss about problem solving, and that should be good enough for their children. Teachers need to explain the full scope of math instructional goals to parents, stated in the context of what children require for success in higher education and in our changing society.

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