By Marilyn Burns
A compendium of greater than 240 classroom-tested classes, this crucial source is helping lecturers construct scholar figuring out and talents and know how kids top examine math. during this 3rd version, Marilyn Burns has thoroughly revised the 1st part to mirror what she has discovered through the years from her school room adventure with scholars and her specialist improvement event with academics. This part has additionally been multiplied to deal with those vital subject matters: instructing math vocabulary, incorporating writing into math guideline, linking evaluation and guide, and utilizing kid's literature to educate key math recommendations. In a completely new part, Marilyn addresses quite a lot of questions she has bought through the years from trouble-free and center tuition academics relating to lecture room administration and educational matters.
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A compendium of greater than 240 classroom-tested classes, this crucial source is helping academics construct pupil figuring out and talents and know the way childrens most sensible study 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 adventure with scholars and her specialist improvement adventure with lecturers.
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Extra resources for About Teaching Mathematics: A K-8 Resource, 3rd Edition
00 words. What Is and Is Not a Problem? What is the definition of a problem? A problem is a situation in which a person is seeking some goal and for which a suitable course of action is not immediately apparent. In the context of the mathematics curriculum, a problem is a situation requiring that mathematical skills, concepts, or processes be used to arrive at the goal. Whether a situation is a problem is an individual matter, depending on an individual’s reaction or relationship to that situation.
In order to be able to explain an idea, you have to think it through for yourself first, understand it, and come up with some sort of sequence for presenting it. The process of preparing to teach in this way calls for sense making on the part of the teacher. While teachers always need to make sense of the mathematics they teach, the challenge is then to find ways for the students to make sense for themselves so that they can connect new ideas to existing mental constructs in order to develop understanding of new ideas.
However, having mastered arithmetic procedures is not a sufficient indicator that children truly understand the concepts that symbolic manipulations represent. It does not guarantee that they will be able to use those concepts to solve problems. Learning mathematics requires that children create and re-create mathematical relationships in their own minds. Therefore, when providing appropriate instruction, teachers cannot be seduced by the symbolism of mathematics. Children need direct and concrete interaction with mathematical ideas.