Search results for ""mp-ctm national council of t""

Mathematical modeling plays an increasingly important role both in real-life applications and within mathematics education itself. This 2016 volume of Annual Perspectives in Mathematics Education (APME) focuses on this key topic from a wide variety of perspectives and distinguishes it from modeling mathematics.

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Focuses on essential knowledge for teachers about geometry. It is organized around four big ideas, supported by multiple smaller, interconnected ideas—essential understandings. Taking you beyond a simple introduction to geometry, the book will broaden and deepen your mathematical understanding of one of the most challenging topics for students—and teachers.

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Complex Instruction (CI) is a response to the paradox that group work offers much potential but often creates circumstances where few students seem to learn. CI is a set of ideas and strategies that address the problems that confound group work, but that create powerful learning for children. This book offers guidance to readers on how to use these strategies and ideas.

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The sixteenth Journal for Research in Mathematics Education (JRME) Monograph is a report on a four-year-long multisite longitudinal study that studied children's thinking and learning about geometric measurement. This project studied the developing knowledge of continuous quantity in geometric measurement contexts of children from prekindergarten to grade 5.

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For most people, the word mathematics is a noun. But for many people in different cultures, mathematics is not simply something they learn in school but something they do as an intrinsic part of their everyday lives. This book is a guide for teachers who would like to enhance their mathematics instruction by integrating it with examples and activities from cultures throughout the world.

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Summarizes and synthesizes the research behind the guiding principles and essential elements that form the heart of Principles to Actions, NCTM's statement on best practices in the teaching and learning of mathematics. Then, linking research to practice, it gives readers a flavour of what a principle or an element might look like in practice, in a classroom.

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Presents twenty-nine cases, written by teachers describing real situations and actual student thinking in their classrooms, that provide the basis of each session's investigation of specific mathematical concepts and teaching strategies.

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Provides a conceptual approach that will encourage students learning algebra to employ a variety of thinking processes and strategies and, most importantly, will enable them to truly understand the concepts that underlie the problems they are solving. The book includes tasks focusing on algebraic expressions, equations, and functions, followed by tasks that integrate several mathematical concepts.

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This book was developed as the key resource for participants' Developing Mathematical Ideas seminar experience. The twenty-nine cases, written by teachers describing real situations and actual student thinking in their classrooms, provide the basis of each session's investigation of specific mathematical concepts and teaching strategies.

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Focuses on using high quality children's books to create engaging and meaningful tasks that deepen mathematics learning for pre-K and elementary students. With the perspective of practice based on theory, the authors provide resources to help teachers develop knowledge for deciding why, when and how to incorporate children's literature effectively.

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Presents portraits of teaching by secondary school teachers who have closely observed classroom communication, conversation and discourse.

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Mathematics educators have long worked to help students to develop problem-solving skills. More recently, they have sought to provide students with the knowledge in the Common Core State Standards (CCSS). This volume is the second in a series from NCTM that equips classroom teachers with targeted, highly effective problems for achieving both goals at once.

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The Building a System of Tens Casebook was developed as the key resource for participants’ Developing Mathematical Ideas seminar experience. The thirty cases, written by teachers describing real situations and actual student thinking in their classrooms, provide the basis of each session’s investigation of specific mathematical concepts and teaching strategies.

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Are you ready to take your teaching to the next level? Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 6-8 offers a coherent set of professional learning experiences designed to foster teachers' understanding of the effective mathematics teaching practices and their ability to apply those practices in their own classrooms.

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This is a resource and guide for all who make decisions that affect the mathematics education of students from prekindergarten through grade 12. Recommendations are grounded in the belief that students should learn important mathematical concepts and processes with understanding.

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Presents twenty-nine cases, written by teachers describing real situations and actual student thinking in their classrooms, that provide the basis of each session's investigation of specific mathematical concepts and teaching strategies.

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This collection of original articles is the start of a compelling conversation among some of the leading figures in critical and social justice mathematics, a number of teachers and educators who have been inspired by them and who have inspiring stories of their own to tell—and any reader interested in the intersection of education and social justice.

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