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Product Description
Children's Mathematics was written to help you understand children's intuitive mathematical thinking and use that knowledge to help children learn mathematics with understanding.
About the Author
Thomas Carpenter is Professor of Curriculum and Instruction at the University of Wisconsin-Madison, where he has taught for twenty-five years. He is the former editor of the National Council of Teachers of Mathematics (NCTM) Journal for Research in Mathematics Education, and has received major awards for his research publications from the NCTM and the American Educational Research Association.
Elizabeth Fennema is Emerita Professor of Curriculum and Instruction and Senior Scientist at the Wisconsin Center for Education Research at the University of Wisconsin-Madison. She has studied the teaching and learning of mathematics throughout her professional career, and is well known for her work on gender and mathematics.
Megan Loef Franke is an Associate Professor in the Department of Education at the University of CaliforniaLos Angeles and Director of Center X: Where Research and Practice Intersect for Urban School Professionals. Her work focuses on understanding and supporting teacher learning through professional development.
Linda Levi is an Associate Researcher at the Wisconsin Center for Education Research at the University of WisconsinMadison. Her recent work focuses on childrens algebraic reasoning in the elementary school. She has designed and conducted professional development workshops for teachers across the country.
Children's Mathematics was written to help you understand children's intuitive mathematical thinking and use that knowledge to help children learn mathematics with understanding.
About the Author
Thomas Carpenter is Professor of Curriculum and Instruction at the University of Wisconsin-Madison, where he has taught for twenty-five years. He is the former editor of the National Council of Teachers of Mathematics (NCTM) Journal for Research in Mathematics Education, and has received major awards for his research publications from the NCTM and the American Educational Research Association.
Elizabeth Fennema is Emerita Professor of Curriculum and Instruction and Senior Scientist at the Wisconsin Center for Education Research at the University of Wisconsin-Madison. She has studied the teaching and learning of mathematics throughout her professional career, and is well known for her work on gender and mathematics.
Megan Loef Franke is an Associate Professor in the Department of Education at the University of CaliforniaLos Angeles and Director of Center X: Where Research and Practice Intersect for Urban School Professionals. Her work focuses on understanding and supporting teacher learning through professional development.
Linda Levi is an Associate Researcher at the Wisconsin Center for Education Research at the University of WisconsinMadison. Her recent work focuses on childrens algebraic reasoning in the elementary school. She has designed and conducted professional development workshops for teachers across the country.
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Inside This Book
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First Sentence:
Initially, young children have quite different conceptions of addition, subtraction, multiplication, and division than adults do. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
partitive division, direct modeling, direct modeling strategies, finger with each count, direct modelers, more toy cars, loose cubes, invented algorithms, many guppies, many toy cars, linking cubes, division word problems, counting strategies, many cupcakes, ten cubes, counting sequence, individual cubes, many stickers, many more dollars, join problems, written algorithms, division problems, multidigit numbers Key Phrases - Capitalized Phrases (CAPs): (learn more)
Result Unknown, Change Unknown, Measurement Division, Start Unknown, Whole Unknown, Difference Unknown, Joining All, Susan Gehn, Counting Down, Multiplicative Comparison, Ann Badeau, Mazie Jenkins, Kathy Statz, Sue Ellen, Invented Algorithm, Derived Facts Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Back Cover | Surprise Me!
Initially, young children have quite different conceptions of addition, subtraction, multiplication, and division than adults do. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
partitive division, direct modeling, direct modeling strategies, finger with each count, direct modelers, more toy cars, loose cubes, invented algorithms, many guppies, many toy cars, linking cubes, division word problems, counting strategies, many cupcakes, ten cubes, counting sequence, individual cubes, many stickers, many more dollars, join problems, written algorithms, division problems, multidigit numbers Key Phrases - Capitalized Phrases (CAPs): (learn more)
Result Unknown, Change Unknown, Measurement Division, Start Unknown, Whole Unknown, Difference Unknown, Joining All, Susan Gehn, Counting Down, Multiplicative Comparison, Ann Badeau, Mazie Jenkins, Kathy Statz, Sue Ellen, Invented Algorithm, Derived Facts Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Back Cover | Surprise Me!
Citations (learn more)
2
books
cite this book:
- Mathematics Methods for Elementary and Middle School Teachers, Active Learning Edition by Mary M. Hatfield on page 176
- Mathematics Methods for Elementary and Middle School Teachers by Mary M. Hatfield on page 182
What Do Customers Ultimately Buy After Viewing This Item?
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89% buy the item featured on this page: Children's Mathematics: Cognitively Guided Instruction $30.37 |
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4% buy Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School $28.84 |
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3% buy Making Sense: Teaching and Learning Mathematics with Understanding $23.75 |
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2% buy Math Matters: Understanding the Math You Teach Grades K-8, 2nd Edition $25.71 |
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