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Synopsis : Enriching Early Mathematical Learning written by Grace Cook, published by McGraw-Hill Education (UK) which was released on 1997-08-16. Download Enriching Early Mathematical Learning Books now! Available in PDF, EPUB, Mobi Format. McGraw - Hill Education McGraw - Hill House Shoppenhangers Road Maidenhead Berkshire England SL6 20L and 1900 ... 7 ( pbk ) Library of Congress Cataloging - in - Publication Data Enriching early mathematical learning / Grace Cook . -- This book is a rich resource intended to support teachers and teachers in training with their teaching of mathematics in the early years. It comprises twenty activities which can be used as starting points. For each activity there are suggestions about how children might respond and guidance as to how the children may be further developed as learners. Support is also given to enable the teacher to embed the learning in a theoretical framework and make links with the National Curriculum. All of the activities have been tried and tested in school and suggestions are made about the way in which these might be fitted into general classroom topics. There is a strong focus on formative assessment and how this can inform future planning. Special features include: Very accessible to teachers Attractive and user friendly format Detailed support for introducing and extending activities which cover each area of the National Curriculum Focus on using and applying maths at the early stages of Key Stage 1.
Type: BOOK - Published: 1997-08-01 - Publisher: McGraw-Hill Education (UK)
Accidents and the possibility of fraud in Max and Hadley's chemistry lab become the catalyst of their lives, throwing Hadley, Max, and Shelby into physically and emotionally dangerous proximity, forcing them to make hard choices about morality, futures, friendship, and marriage.
Type: BOOK - Published: 1997-08-16 - Publisher: McGraw-Hill Education (UK)
This book is a rich resource intended to support teachers and teachers in training with their teaching of mathematics in the early years. It comprises twenty activities which can be used as starting points. For each activity there are suggestions about how children might respond and guidance as to how the children may be further developed as learners. Support is also given to enable the teacher to embed the learning in a theoretical framework and make links with the National Curriculum. All of the activities have been tried and tested in school and suggestions are made about the way in which these might be fitted into general classroom topics. There is a strong focus on formative assessment and how this can inform future planning. Special features include: Very accessible to teachers Attractive and user friendly format Detailed support for introducing and extending activities which cover each area of the National Curriculum Focus on using and applying maths at the early stages of Key Stage 1.
Authors: Glenda Walsh, Dorothy McMillan, Carol McGuinness
Type: BOOK - Published: 2017-03-13 - Publisher: SAGE
Informed by international research along with contrasting perspectives on different forms of play, this book emphasises the importance of play to children, and the opportunities that play provides for learning and development.
Type: BOOK - Published: 2001 - Publisher: Nelson Thornes
These books contain number activities designed to involve particular calculations, providing you with the ideal reason for teaching appropriate strategies. Each strategy is carefully unpicked to help you understand and teach it. * 24 number games, activities or challenges in each book * uses a range of models and images to engage children, whatever their learning style * questions to prompt discussion of strategies used * help with differentiation to suit a range of ages and abilities * includes record chart to help with assessment for learning * 64 pages in each book.
Type: BOOK - Published: 2016-11-25 - Publisher: Springer
"What is the connection between finding the amount of acid needed to reach the desired concentration of a chemical solution, checking divisibility by a two-digit prime number, and maintaining the perimeter of a polygon while reducing its area? The simple answer is the title of this book.The world is an interplay of variation and constancy – a medley of differences and similarities – and this change and invariance is, largely, a language of science and mathematics. This book proposes a unique approach for developing mathematical insight through the perspective of change and invariance as it applies to the properties of numbers and shapes.After a short introductory chapter, each of the following chapters presents a series of evolving activities for students that focus on a specific aspect of interplay between change and invariance. Each activity is accompanied by detailed mathematical explanations and a didactic discussion. The assignments start with tasks familiar from the school curriculum, but progress beyond the menial to lead to sophisticated generalizations. Further activities are suggested to augment the chapter’s theme. Some examples: “How to represent all the integers from zero to 1000 using ten fingers?”, “How to win at the game of Nim?”, “Why do different square lattice polygons with the same area often have the same perimeter?” This book can be used as a textbook for pre-service mathematics teachers and is primarily intended for their academic instructors. Essentially, students, teachers and anyone interested in elementary mathematics will enjoy the elegant solutions provided for the plethora of problems in elementary mathematics through the systematic approach of invariance and change."
Authors: Martin Hughes, Charles Desforges, Christine Mitchell, Clive Carre
Type: BOOK - Published: 2000-05-16 - Publisher: McGraw-Hill Education (UK)
One of the fundamental problems in education is that of applying skills and knowledge which learners have gained in one context to problems they encounter in another. This is particularly so in mathematics, where the problems encountered by learners in applying mathematical knowledge are well documented. Using and applying mathematics has been a central component of the National Curriculum in mathematics. However, the National Numeracy Strategy has adopted a new approach, in which 'using and applying' is integrated throughout the mathematics curriculum. This book aims to help teachers develop their understanding and practice in this crucial area. It is based on the findings of a major research study, funded by the Nuffield Foundation, in which a group of primary teachers worked closely with the research team to develop their thinking and practice. The book provides a clear conceptual analysis of the problem of application, together with extensive examples of ways in which teachers can address it in their classrooms at Key Stages 1 and 2. A novel feature of the book is that it includes first-hand accounts of practice in Japanese classrooms, and outlines what teachers in the UK and elsewhere may learn from Japanese methods.
Type: BOOK - Published: 2002-01-16 - Publisher: McGraw-Hill Education (UK)
* What is good teaching and learning in the primary school? * How can teachers manage the whole curriculum and still educate the whole child and raise standards? * How can teachers be in critical dialogue with each other and with the curriculum in their search for improvement? * What is the role of the teacher in the new primary curriculum? This wide ranging book seeks to address these questions and to provide a comprehensive overview of the whole primary curriculum. It aims to develop teaching throughout primary education and to support teachers in the effective delivery of the curriculum. There is a particular focus on recent changes in primary education. The contributors consider how teaching methodologies need to adapt to these changes to meet the needs of children and raise standards in school. Throughout the book, emphasis is placed on effective teaching and learning methodologies, the importance of quality interaction in the classroom, the role of the teacher in teaching and learning and the experience of the child. Exemplars of good teaching are provided in each chapter, as well as thought provoking ideas for good practice.
Authors: National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Early Childhood Mathematics
Type: BOOK - Published: 2009-12-13 - Publisher: National Academies Press
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
Type: BOOK - Published: 1999 - Publisher: National Council of Teachers of
Noting that young children are capable of surprisingly complex forms of mathematical thinking and learning, this book presents a collection of articles depicting children discovering mathematical ideas, teachers fostering students' informal mathematical knowledge, adults asking questions and listening to answers, and researchers examining children's mathematical thinking. The chapters are: (1) "Why Do We Teach Young Children So Little Mathematics? Some Historical Considerations" (Balfanz); (2) "Children's Ways of Knowing: Lessons from Cognitive Development Research" (Sophian); (3) "The Sociology of Day Care" (McDill and Natriello); (4) "Cultural Aspects of Young Children's Mathematics Knowledge" (Guberman); (5) "Ready To Learn: Developing Young Children's Mathematical Powers" (Greenes); (6) "The Development of Informal Counting, Number, and Arithmetic Skills and Concepts" (Baroody and Wilkins); (7) "Geometric and Spatial Thinking in Young Children" (Clements); (8) "Rational-Number Learning in the Early Years: What Is Possible?" (Hunting); (9) "Young Children Doing Mathematics: Observations of Everyday Activities" (Ginsburg, Inoue, and Seo); (10) "Cognitively Guided Instruction in One Kindergarten Classroom" (Warfield and Yttri); (11) "Supporting Students' Ways of Reasoning about Patterns and Partitions" (McClain and Cobb); (12) "The Effective Use of Computers with Young Children" (Clements); (13) "Making Connections: A 'Number Curriculum' for Preschoolers" (Shane); (14) "Within Easy Reach: Using a Shelf-Based Curriculum To Increase the Range of Mathematical Concepts Accessible to Young Children" (Nelson); (15) "Teaching Mathematics through Musical Activities" (Kim); (16) "The Boston University--Chelsea Project" (Greenes); (17) "The Outdoors as a Context for Mathematics in the Early Years" (Basile); (18) "Using Storybooks To Help Young Children Make Sense of Mathematics" (Hong); (19) "Movement, Mathematics, and Learning: Experiences Using a Family Learning Model" (Coates and Franco); (20) "Math in Motion" (Goodway, Rudisill, Hamilton, and Hart); (21) "Assessing the Mathematical Understanding of the Young Child" (Copley); (22) "Improving Opportunities and Access to Mathematics Learning in the Early Years" (Padron); (23) "What To Do When They Don't Speak English: Teaching Mathematics to English-Language Learners in the Early Childhood Classroom" (Weaver and Gaines); (24) "Involving Parents of Four- and Five-Year-Olds in Their Children's Mathematics Education: The FAMILY MATH Experience" (Coates and Thompson); (25) "Perspectives on Mathematics Education and Professional Development through the Eyes of Early Childhood Administrators" (Weber); and (26) "Early Childhood Mathematics in Japan" (Hatano and Inagaki). (Each chapter contains references.) (KB)
Type: BOOK - Published: 2019-03-11 - Publisher: Learning Matters
How do I enrich children's learning of primary mathematics to bring the subject to life? This book inspires and supports you, the new and beginning teacher, to use talk-rich and open tasks that bring mathematics to life in your classroom. Tried and loved practical tasks that engage and motivate Supports you to create confident and resilient mathematicians in your classroom Explores ways to engage children in mathematics across the primary curriculum Focuses on understanding key mathematical concepts and the connections between them