About Teaching Mathematics: A K-8 Resource, 3rd Edition by Marilyn Burns

By Marilyn Burns

A compendium of greater than 240 classroom-tested classes, this crucial source is helping lecturers construct pupil figuring out and talents and know the way teenagers top examine math. during this 3rd variation, Marilyn Burns has thoroughly revised the 1st part to mirror what she has realized through the years from her lecture room adventure with scholars and her specialist improvement adventure with academics. This part has additionally been increased to handle those very important issues: instructing math vocabulary, incorporating writing into math guide, linking overview and guideline, and utilizing kid's literature to educate key math suggestions. In a completely new part, Marilyn addresses quite a lot of questions she has got through the years from user-friendly and center university academics relating to lecture room administration and educational matters.

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Number sense is enhanced by knowing the basic facts so that students can calculate more efficiently. Most importantly, in the classroom, teachers need to provide students with many opportunities to reason numerically, talk with others about their ideas, and see different ways of thinking about numbers. 26 Part 1 Raising the Issues How Children Learn Mathematics ot only is it important to consider the content of the elementary math curriculum, but it’s also important to make use of what is known about how children learn mathematics.

The pattern of adding consecutive odd numbers emerges visually from the students’ interaction with the physical materials. Also, manipulative materials are useful tools for solving problems. For example, think about the formulas we learned for calculating areas of geometric shapes. Textbooks provide ample practice for applying the formula for the area of a triangle—A ϭ 12 b ϫ h. Manipulative materials add the dimension of helping students understand the why, not just the how, of the formula. Students can rely on geoboards and rubber bands, cut squared paper, or engage in some other concrete experience to help them build understanding.

If they can, the number is even; if they can’t, then it’s odd. Matching up counters in groups or lines for many quantities helps children build mental models that they can then translate to the abstract idea. Learning in this way is natural and effortless. And when they organize and examine the numbers that turn out to be even, the numerical pattern (2, 4, 6, 8, 10, and so on) emerges. For older students, for example, learning about square numbers is greatly enhanced when they actually arrange tiles into squares and see how the square numbers grow—2 by 2, 3 by 3, and so on.

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