For Mathematics Methods in Elementary School courses. This K--8 methods text clearly links the teaching theories and techniques it proscribes to the most current NCTM Principles and Standards for School Mathematics. Based on the premise that mathematics teaching should be child-centered and constructivist, this text explains what children's math thinking might be developmentally and then models typical problems for concept building. Beginning with the problem solving chapter and followed up in subsequent content chapters, this edition provides over 200 activities that can serve future teachers as classroom resources.
"synopsis" may belong to another edition of this title.
How can you create a learning environment that supports and encourages children to build understandings, make connections, reason, and solve problems?
This textbook helps prospective teachers learn how to teach mathematics in a way that is child-centered and focused on developing mathematics concepts aligned with the NCTM Principles and Standards for School Mathematics. Videos that highlight exemplary math teaching, selected from the Annenberg/CPB Teaching Math Series, are free to adopting professors. Key text features identify how the math teachers captured on video weave the teaching of the math process standards—problem solving, representation, communication, reasoning and proof, and connections—into their math lessons.
Features of the third edition include:
This book is about learning mathematics—about children learning mathematics. It is also about teachers creating a learning environment that supports and encourages children to build understandings, make connections, reason, and solve problems.
About the Audience
Preservice teachers will develop an understanding of the content of school mathematics programs and formulate a teaching methodology for the meaningful learning of mathematics. Inservice teachers who wish to explore current thinking about mathematics teaching and learning will find the book a valuable source of theoretical and practical ideas for involving children in meaningful problem-solving tasks and for having children reflect, talk, and write about mathematics.
Teachers will be challenged to reflect on their personal views of mathematics, on how children learn mathematics, and on classroom environments that help children understand mathematics. The more the reader becomes actively involved with the activities, problems, video, and children's literature features in this book, the greater the quality of the reflection will be and, ultimately, the more the reader will learn.
About Our Approach to Mathematics Learning
The vision of mathematics learning presented in this text places the child at the center. Supporting this vision are the following beliefs:
We believe the ideas presented in this text support and exemplify the vision of learning and teaching mathematics as encouraged by the Principles and Standards for School Mathematics, published by the National Council of Teachers of Mathematics (NCTM) in 2000, which build on NCTM's recommendations for the Curriculum and Evaluation Standards for School Mathematics (1989), the Professional Standards for Teaching Mathematics (1991), and the Assessment Standards for School Mathematics (1995). These documents recommend teaching mathematics from a problem-solving perspective and making communication, reasoning and proof, connections, and representations the primary foci of mathematics learning. These recommendations are highlighted throughout the text in the Principles and Standards Link features, as well as the Classroom Clips, which help readers connect the recommendations of the new standards to Annenberg video segments and the topics in each chapter.
About the Revision
Besides updating all materials with new research, streamlining prose and activities alike, in this edition we have looked closely at the changing needs of middle-school mathematics teachers. You'll find strengthened treatment of middle-school issues, particularly in chapter 14, "Developing Geometric Thinking and Spatial Sense," and chapter 17, "Developing Integers and Algebraic Thinking." We have also chosen a new video, "Polygons and Angles: Discovery," which emphasizes excellent teaching and learning in middle-school classrooms. This video is contextualized throughout chapters in new Video Link features, as well as an entirely new Classroom Clip feature, which integrates video footage, chapter content, and NCTM's Process Standards.
In keeping with our constant effort to integrate appropriate technology into the text and classroom, we have added a new feature to this edition. Technology Links, found in every chapter, highlight and explore specific mathematics-related Internet sites that can be used in the college classroom as well as in elementary and middle-school classrooms.
About the Text Features
We have updated and strengthened the many unique text features aimed at helping readers learn how to teach children mathematics. Readers are encouraged to use all of these features to maximize their own learning.
About Text Supplements
A Companion Website is available for professors and students who adopt this text. It can be accessed via the Internet at www.prenhall.com/cathcart. This truly text-integrated Companion Website is designed to guide readers in their study of the text content and includes access to self-assessments ...
"About this title" may belong to another edition of this title.
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