Elementary Mathematics Is Anything But Elementary: Content by Kathleen Bahr, Damon L. Bahr, Lisa Ann Degarcia

By Kathleen Bahr, Damon L. Bahr, Lisa Ann Degarcia

Inspiring, empowering, and getting ready preservice academics for today''s school room, common arithmetic IS whatever yet common: content material and techniques FROM A DEVELOPMENTAL standpoint is a accomplished application that offers either a content material and a tools textual content. Serving as a qualified improvement consultant for either pre-service and in-service academics, this text''s built-in assurance is helping dissolve the road among content material and methods--and for this reason bolsters teachers'' self assurance of their supply of math guideline. a powerful emphasis at the nationwide Council of academics of arithmetic 5 middle criteria offers key info universal to so much country curricula relative to NCTM criteria for pre-K via 6th grade. moreover, textual content content material relies on thorough user-friendly mathematical scope and sequences which were proven to be an efficient potential for steering the supply of curriculum and guideline.

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Representation of 2 ϫ 3 on a number line. ■ What is representation? ■ Represent the solution to the following problem using all five ways a mathematical idea can be represented: 45 Ϭ 5 ϭ 12 ELEMENTARY MATHEMATICS IS ANYTHING BUT ELEMENTARY Thus, representations are used by children first to display the problem context, then to find a solution to that problem, and finally to make those representations models and tools to solve similar mathematical problems. Connections The word connection is overused in education.

Making Sense, 1997 2 C O N V E R S AT I O N I N M AT H E M AT I C S Students in a first-grade classroom are solving the following problem using a variety of tools. Each table has a basket with two-sided counters, a number line, a 100 chart, cubes, and a blank 10 frame. There are 50 students in the room. Imagine that 4 of them leave. How many students are left in the room? One student was observed using cubes. He was putting them into groups of five. Thinking that this was an efficient counting strategy, the teacher asked him to explain his thinking: Teacher: Talk to me about what you are doing.

In every one of those discussions, at least one teacher brings up the obstacles that obscured his or her mathematical learning because the teacher failed to indicate how mathematics could be applied in real life. One of the best ways to embed mathematics instruction in real-life contexts is to capitalize on the inherent meaning derived from the curriculum integration notions discussed in the previous paragraph. When mathematics is consistently used to solve problems in other subject area contexts, connections to real life occur consistently.

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