{"product_id":"common-mistakes-in-teaching-elementary-mathand-how-to-avoid-them-9781138201460","title":"Common Mistakes in Teaching Elementary MathAnd","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eLearn the most effective ways to teach elementary math, no matter how much experience you have with the subject. In this book, Fuchang Liu takes you through many common mistakes in math instruction and explains the misunderstandings behind them. He points out practices that should be avoided, helping you to adjust your lessons so that all students can achieve success. \u003c\/p\u003e\u003cp\u003eYou'll discover how to\u003c\/p\u003e\u003cp\u003e-          Increase your confidence with core math principles and reasoning\u003c\/p\u003e\u003cp\u003e-          Set your students on the path toward eventually developing more complex math skills\u003c\/p\u003e\u003cp\u003e-          Improve student achievement by approaching problems in logical yet creative ways\u003c\/p\u003e\u003cp\u003e-          Overcome common challenges faced by students and teachers\u003c\/p\u003e\u003cp\u003e-          Teach problem solving for different learning styles\u003c\/p\u003e\u003cp\u003eEvery chapter reconsiders well-established ways of teaching all areas of elementary math, from addition and subtraction to statistics and graphs. Helpful examples an\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eChildren’s misunderstandings about mathematics ideas stand in their ways to learn mathematics well and effectively in elementary schools. \u003ci\u003eCommon Mistakes in Teaching Elementary Math and How to Avoid Them,\u003c\/i\u003e is the first book, I know, that directly explains teachers’ own misunderstandings about mathematics ideas, how they reproduce them among their students, and more importantly, what they can do to address these issues in their mathematics teaching. Dr. Liu accomplished all the above successfully by engaging readers in experiencing what teachers do and how students react in elementary classrooms using a series of stories. A great book for mathematics teachers, teacher educators, and policy makers.\u003c\/p\u003e\u003cp\u003e----Jian Wang, Helen DeVitt Jones Chair in Teacher Education, Texas Tech University \u003c\/p\u003e\u003cp\u003eThis book appeals to pre-service and elementary teachers who are not math content knowledge experts. Fuchang Liu offers a \"quick-fix\" for those elementary teachers who are aware that they are struggling as math teachers, and are seeking help. \u003c\/p\u003e\u003cp\u003e--- Elizabeth Simpson, Math Coach, Lamphere School District, MI\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eMeet the Author \u003c\/p\u003e\u003cp\u003ePreface\u003c\/p\u003e\u003cp\u003eChapter 1 Counting \u003c\/p\u003e\u003cp\u003eCounting Shouldn't Start at 0 \u003c\/p\u003e\u003cp\u003eWhat Are Tally Marks for?\u003c\/p\u003e\u003cp\u003eIt May Not Be Fast—The Purpose of Skip-Counting\u003c\/p\u003e\u003cp\u003eOur Number System Is Base-Ten, Not Base-Twelve\u003c\/p\u003e\u003cp\u003eChapter 2 Number Properties \u003c\/p\u003e\u003cp\u003eA Red Marble Isn't More Than a Blue One\u003c\/p\u003e\u003cp\u003ePlaying Cards and Dice Aren't Ideal Things to Make Multidigit Numbers With\u003c\/p\u003e\u003cp\u003eIt's Odd Not to Consider 0 as Even\u003c\/p\u003e\u003cp\u003e14 and 37 Don't Belong in the Same List\u003c\/p\u003e\u003cp\u003eChapter 3 Addition \u003c\/p\u003e\u003cp\u003e4 + 4 Isn't Simply 8 Bars Put Together\u003c\/p\u003e\u003cp\u003eMake Pictorial Representations More Than a \"Literal\" Translation\u003c\/p\u003e\u003cp\u003eDon’t Hop From Square One\u003c\/p\u003e\u003cp\u003eYou Can't Add Apples and Oranges Together\u003c\/p\u003e\u003cp\u003eChapter 4 Subtraction\u003c\/p\u003e\u003cp\u003eDon't Make the Kittens Disappear\u003c\/p\u003e\u003cp\u003eDon't Ever Say \"Subtract the Smaller Number From the Larger One\"\u003c\/p\u003e\u003cp\u003e\"Neither a Borrower nor a Lender Be\"—Why We Shouldn't Borrow\u003c\/p\u003e\u003cp\u003eCan We Subtract a Larger Number From a Smaller One?\u003c\/p\u003e\u003cp\u003e10 + 5 – 8 = 15 – 8: No Way to Make It Simpler? \u003c\/p\u003e\u003cp\u003eChapter 5 Multiplication \u003c\/p\u003e\u003cp\u003eThe Formidable 169-Cell Multiplication Table\u003c\/p\u003e\u003cp\u003e\"You Must Put a Zero in the Ones Place\"\u003c\/p\u003e\u003cp\u003eCan You Move Over One Place Value? \u003c\/p\u003e\u003cp\u003eLine Multiplication: Why It Won't Work\u003c\/p\u003e\u003cp\u003eChapter 6 Division \u003c\/p\u003e\u003cp\u003eThe Bigger Number Doesn't Always Go Inside\u003c\/p\u003e\u003cp\u003eWhat's 0 ¸ 0? \u003c\/p\u003e\u003cp\u003eDivision Isn't Always Repeated Subtraction \u003c\/p\u003e\u003cp\u003e\"Dad, Mom, Sister, Brother, Rover\": Where Is Dad?\u003c\/p\u003e\u003cp\u003eDivide Doesn't Always Yield a Smaller Number\u003c\/p\u003e\u003cp\u003eChapter 7 The Order of Operations \u003c\/p\u003e\u003cp\u003eAunt Sally Is Evil – The Order of Operations\u003c\/p\u003e\u003cp\u003eThe Order \"M\/D Before A\/S\" Isn't Haphazard \u003c\/p\u003e\u003cp\u003eAre \u003ci\u003eNegative\u003c\/i\u003e and \u003ci\u003eSubtract\u003c\/i\u003e Really Different?\u003c\/p\u003e\u003cp\u003eChapter 8 Algebra \u003c\/p\u003e\u003cp\u003eAn Equal Sign Means Equal\u003c\/p\u003e\u003cp\u003eWhat Does Adding Up Numbers Landed Have to Do With Finding Factors?\u003c\/p\u003e\u003cp\u003eTimelines Aren't Good Candidates for Teaching Negative Numbers\u003c\/p\u003e\u003cp\u003eThe Worst Example in Teaching Exponents\u003c\/p\u003e\u003cp\u003eChapter 9 Geometry: Bits and Pieces \u003c\/p\u003e\u003cp\u003eDon't Count the Diagonals on a Grid \u003c\/p\u003e\u003cp\u003e\"All 3-D Shapes Have an Extra Third Dimension of Height\"\u003c\/p\u003e\u003cp\u003eDon't Use \"Vertical\" to Find the Horizontal Value\u003c\/p\u003e\u003cp\u003eThe Two Sides of a Symmetrical Figure Aren't Exactly the Same\u003c\/p\u003e\u003cp\u003eDon't Use Tiles to Figure Out the Perimeter\u003c\/p\u003e\u003cp\u003eChapter 10 Geometry: Common Geometric Figures \u003c\/p\u003e\u003cp\u003eLength Doesn't Necessarily Mean Longer\u003c\/p\u003e\u003cp\u003eA Rectangle's Orientation Doesn't Matter Either\u003c\/p\u003e\u003cp\u003e\"A Rectangle Has Two Longer Sides and Two Shorter Sides\"\u003c\/p\u003e\u003cp\u003eWhat's Wrong With Saying \"Triangles, Rectangles, Squares, and Hexagons\"? \u003c\/p\u003e\u003cp\u003eBase Doesn't Necessarily Mean \"Side at Bottom\" \u003c\/p\u003e\u003cp\u003eThree Sides Don't Necessarily Make a Triangle \u003c\/p\u003e\u003cp\u003eHow Many Sides Does a Circle Have?\u003c\/p\u003e\u003cp\u003eChapter 11 Time-Telling \u003c\/p\u003e\u003cp\u003e\"A Quarter in Time Means 15\" \u003c\/p\u003e\u003cp\u003eDoes 1 on Analog Clocks Mean 5 Minutes?\u003c\/p\u003e\u003cp\u003e\"Why Does the Time on My Analog Clock Look Weird?\"\u003c\/p\u003e\u003cp\u003eWhich Hand Pointing to 12 Makes 12 O'clock?\u003c\/p\u003e\u003cp\u003eWhy We Shouldn't Jump Around Between 8:00 and 9:00\u003c\/p\u003e\u003cp\u003eChapter 12 Fractions \u003c\/p\u003e\u003cp\u003eA Condition for Using Fractions: Equivalent Parts \u003c\/p\u003e\u003cp\u003e\"Bottom Number\" and \"Top Number\" Aren't Nearly Sufficient\u003c\/p\u003e\u003cp\u003efor Defining Denominators and Numerators\u003c\/p\u003e\u003cp\u003eWhat Does 1\/2\u003ci\u003ex\u003c\/i\u003e Mean? \u003c\/p\u003e\u003cp\u003eA Fraction Doesn't Address \"How Many\"\u003c\/p\u003e\u003cp\u003eDenominators Should Be Substantially Different for Easy Comparison\u003c\/p\u003e\u003cp\u003ePercentage Shouldn't Be Juxtaposed With Fractions and Decimals\u003c\/p\u003e\u003cp\u003eChapter 13 Decimals \u003c\/p\u003e\u003cp\u003eChanging the Value Scheme of Base-10 Blocks Not a Good Idea \u003c\/p\u003e\u003cp\u003eWhen Is It Appropriate to Read a Decimal as a Fraction? \u003c\/p\u003e\u003cp\u003e25.0 and 25 Aren't Exactly the Same \u003c\/p\u003e\u003cp\u003eKeep a Few More Decimal Places\u003c\/p\u003e\u003cp\u003eWhen Rounding at Intermediate Steps\u003c\/p\u003e\u003cp\u003eChapter 14 Simple Statistics and Graphs \u003c\/p\u003e\u003cp\u003eWere the Children in Your Class Born, on Average, on the 12.8th? \u003c\/p\u003e\u003cp\u003e\"The Mean Is the Average\"\u003c\/p\u003e\u003cp\u003eWhere in the World Does the Mode Ever Get Used?\u003c\/p\u003e\u003cp\u003eDo All Your Children Have an Equal Chance of Winning? \u003c\/p\u003e\u003cp\u003eUse Different Types of Data for a Beginning Lesson on Graphs \u003c\/p\u003e\u003cp\u003eChapter 15 Measurement \u003c\/p\u003e\u003cp\u003eWhy Do We Need Nonstandard Measurement? \u003c\/p\u003e\u003cp\u003eWhat Is Standard Measurement?\u003c\/p\u003e\u003cp\u003eWhat Are Centimeters Used to Measure? \u003c\/p\u003e\u003cp\u003eLeave Out Units of Measure at Intermediate Steps\u003c\/p\u003e\u003cp\u003eHow Do You Say the Word for \"1000 Meters\"?\u003c\/p\u003e\u003cp\u003eFractions Don't Belong With Metric Measurements\u003c\/p\u003e\u003cp\u003eChapter 16 Computational Estimation \u003c\/p\u003e\u003cp\u003eIs Computational Estimation an Educated Guess?\u003c\/p\u003e\u003cp\u003eAre All Estimates Good Ones?\u003c\/p\u003e\u003cp\u003eHow Practical Is an Estimate If It Takes Four Minutes?\u003c\/p\u003e\u003cp\u003eBe Extremely Careful When Rounding Single-Digit Numbers \u003c\/p\u003e\u003cp\u003eThere Is Often More Than One Way to Round a Number \u003c\/p\u003e\u003cp\u003eChapter 17 Odds and Ends \u003c\/p\u003e\u003cp\u003eAppendix: Suggestions for Using \u003ci\u003eCommon Mistakes in Teaching Elementary\u003c\/i\u003e \u003ci\u003eMath\u003c\/i\u003e with Study Groups\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":51019463131479,"sku":"9781138201460","price":28.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138201460.jpg?v=1750780350","url":"https:\/\/bookcurl.com\/products\/common-mistakes-in-teaching-elementary-mathand-how-to-avoid-them-9781138201460","provider":"Book Curl","version":"1.0","type":"link"}