Cognitive Foundations for Improving Mathematical Learning

Cognitive Foundations for Improving Mathematical Learning
Author: David C. Geary,Daniel B. Berch,Kathleen Mann Koepke
Publsiher: Academic Press
Total Pages: 378
Release: 2019-01-30
ISBN 10: 0128159529
ISBN 13: 9780128159521
Language: EN, FR, DE, ES & NL

Cognitive Foundations for Improving Mathematical Learning Book Review:

Cognitive Foundations for Improving Mathematical Learning, Volume 5, the latest release in the Mathematical Cognition and Learning series, focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. Chapters cover the use of numerical play and games for improving foundational number knowledge, school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. In addition, the book examines learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and more. Identifies the relative influence of school and family on math learning Discusses the efficacy of numerical play for improvement in math Features learning trajectories in math Examines the role of math language in numeracy skills Includes assessments of math skills Explores the role of cognition in treating math-based learning difficulties

Cognitive Foundations for Improving Mathematical Learning

Cognitive Foundations for Improving Mathematical Learning
Author: David C. Geary,Daniel B. Berch,Kathleen Mann Koepke
Publsiher: Academic Press
Total Pages: 377
Release: 2019-01-03
ISBN 10: 0128159537
ISBN 13: 9780128159538
Language: EN, FR, DE, ES & NL

Cognitive Foundations for Improving Mathematical Learning Book Review:

The fifth volume in the Mathematical Cognition and Learning series focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. The chapters cover the use of numerical play and games for improving foundational number knowledge as well as school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. The book goes on to examine learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and addresses issues associated with intervention fadeout. Identifies the relative influence of school and family on math learning Discusses the efficacy of numerical play for improvement in math Features learning trajectories in math Examines the role of math language in numeracy skills Includes assessments of math skills Explores the role of cognition in treating math-based learning difficulties

Mathematics Learning in Early Childhood

Mathematics Learning in Early Childhood
Author: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Early Childhood Mathematics
Publsiher: National Academies Press
Total Pages: 398
Release: 2009-11-13
ISBN 10: 9780309147439
ISBN 13: 0309147433
Language: EN, FR, DE, ES & NL

Mathematics Learning in Early Childhood Book Review:

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.

An Introduction to Mathematical Cognition

An Introduction to Mathematical Cognition
Author: Camilla Gilmore,Silke M. Göbel,Matthew Inglis
Publsiher: Routledge
Total Pages: 248
Release: 2018-06-13
ISBN 10: 1317410106
ISBN 13: 9781317410102
Language: EN, FR, DE, ES & NL

An Introduction to Mathematical Cognition Book Review:

The last decade has seen a rapid growth in our understanding of the cognitive systems that underlie mathematical learning and performance, and an increased recognition of the importance of this topic. This book showcases international research on the most important cognitive issues that affect mathematical performance across a wide age range, from early childhood to adulthood. The book considers the foundational competencies of nonsymbolic and symbolic number processing before discussing arithmetic, conceptual understanding, individual differences and dyscalculia, algebra, number systems, reasoning and higher-level mathematics such as formal proof. Drawing on diverse methodology from behavioural experiments to brain imaging, each chapter discusses key theories and empirical findings and introduces key tasks used by researchers. The final chapter discusses challenges facing the future development of the field of mathematical cognition and reviews a set of open questions that mathematical cognition researchers should address to move the field forward. This book is ideal for undergraduate or graduate students of psychology, education, cognitive sciences, cognitive neuroscience and other academic and clinical audiences including mathematics educators and educational psychologists.

Cognitive Science and Mathematics Education

Cognitive Science and Mathematics Education
Author: Alan H. Schoenfeld
Publsiher: Routledge
Total Pages: 310
Release: 2013-04-03
ISBN 10: 1136461841
ISBN 13: 9781136461842
Language: EN, FR, DE, ES & NL

Cognitive Science and Mathematics Education Book Review:

This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.

Transforming the Workforce for Children Birth Through Age 8

Transforming the Workforce for Children Birth Through Age 8
Author: National Research Council,Institute of Medicine,Board on Children, Youth, and Families,Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success
Publsiher: National Academies Press
Total Pages: 706
Release: 2015-07-23
ISBN 10: 0309324882
ISBN 13: 9780309324885
Language: EN, FR, DE, ES & NL

Transforming the Workforce for Children Birth Through Age 8 Book Review:

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Foundations of Geometric Cognition

Foundations of Geometric Cognition
Author: Mateusz Hohol
Publsiher: Routledge
Total Pages: 188
Release: 2019-09-12
ISBN 10: 0429509219
ISBN 13: 9780429509216
Language: EN, FR, DE, ES & NL

Foundations of Geometric Cognition Book Review:

The cognitive foundations of geometry have puzzled academics for a long time, and even today are mostly unknown to many scholars, including mathematical cognition researchers. Foundations of Geometric Cognition shows that basic geometric skills are deeply hardwired in the visuospatial cognitive capacities of our brains, namely spatial navigation and object recognition. These capacities, shared with non-human animals and appearing in early stages of the human ontogeny, cannot, however, fully explain a uniquely human form of geometric cognition. In the book, Hohol argues that Euclidean geometry would not be possible without the human capacity to create and use abstract concepts, demonstrating how language and diagrams provide cognitive scaffolding for abstract geometric thinking, within a context of a Euclidean system of thought. Taking an interdisciplinary approach and drawing on research from diverse fields including psychology, cognitive science, and mathematics, this book is a must-read for cognitive psychologists and cognitive scientists of mathematics, alongside anyone interested in mathematical education or the philosophical and historical aspects of geometry.

International Handbook of Mathematical Learning Difficulties

International Handbook of Mathematical Learning Difficulties
Author: Annemarie Fritz,Vitor Geraldi Haase,Pekka Räsänen
Publsiher: Springer
Total Pages: 843
Release: 2019-01-30
ISBN 10: 3319971484
ISBN 13: 9783319971483
Language: EN, FR, DE, ES & NL

International Handbook of Mathematical Learning Difficulties Book Review:

This comprehensive volume provides teachers, researchers and education professionals with cutting edge knowledge developed in the last decades by the educational, behavioural and neurosciences, integrating cognitive, developmental and socioeconomic approaches to deal with the problems children face in learning mathematics. The neurocognitive mechanisms and the cognitive processes underlying acquisition of arithmetic abilities and their significance for education have been the subject of intense research in the last few decades, but the most part of this research has been conducted in non-applied settings and there’s still a deep discrepancy between the level of scientific knowledge and its implementation into actual educational settings. Now it’s time to bring the results from the laboratory to the classroom. Apart from bringing the theoretical discussions to educational settings, the volume presents a wide range of methods for early detection of children with risks in mathematics learning and strategies to develop effective interventions based on innovative cognitive test instruments. It also provides insights to translate research knowledge into public policies in order to address socioeconomic issues. And it does so from an international perspective, dedicating a whole section to the cultural diversity of mathematics learning difficulties in different parts of the world. All of this makes the International Handbook of Mathematical Learning Difficulties an essential tool for those involved in the daily struggle to prepare the future generations to succeed in the global knowledge society.

Development of Mathematical Cognition

Development of Mathematical Cognition
Author: Daniel B. Berch,David C. Geary,Kathleen Mann Koepke
Publsiher: Academic Press
Total Pages: 414
Release: 2015-10-03
ISBN 10: 0128019093
ISBN 13: 9780128019092
Language: EN, FR, DE, ES & NL

Development of Mathematical Cognition Book Review:

Development of Mathematical Cognition: Neural Substrates and Genetic Influences reviews advances in extant imaging modalities and the application of brain stimulation techniques for improving mathematical learning. It goes on to explore the role genetics and environmental influences have in the development of math abilities and disabilities. Focusing on the neural substrates and genetic factors associated with both the typical and atypical development of mathematical thinking and learning, this second volume in the Mathematical Cognition and Learning series integrates the latest in innovative measures and methodological advances from the top researchers in the field. Provides details about new progress made in the study of neural correlates of numerical and arithmetic cognition Addresses recent work in quantitative and molecular genetics Works to improve instruction in numerical, arithmetical, and algebraic thinking and learning Informs policy to help increase the level of mathematical proficiency among the general public

Handbook of Mathematical Cognition

Handbook of Mathematical Cognition
Author: Jamie I. D. Campbell
Publsiher: Psychology Press
Total Pages: 508
Release: 2005
ISBN 10: 1841694118
ISBN 13: 9781841694115
Language: EN, FR, DE, ES & NL

Handbook of Mathematical Cognition Book Review:

Forlagsomtale: This collection of 27 chapters by leading researchers provides a state-of-the-art reference for mathematical cognition research

The Cognitive Foundations of Reading and Its Acquisition

The Cognitive Foundations of Reading and Its Acquisition
Author: Wesley A. Hoover,William E. Tunmer
Publsiher: Springer Nature
Total Pages: 263
Release: 2020-06-09
ISBN 10: 3030441954
ISBN 13: 9783030441951
Language: EN, FR, DE, ES & NL

The Cognitive Foundations of Reading and Its Acquisition Book Review:

This book serves as a succinct resource on the cognitive requirements of reading. It provides a coherent, overall view of reading and learning to read, and does so in a relatively sparse fashion that supports retention. The initial sections of the book describe the cognitive structure of reading and the cognitive foundation upon which that structure is built. This is followed by discussions of how an understanding of these cognitive requirements can be used in practice with standards, assessments, curriculum and instruction, to advance the teaching of reading and the delivery of interventions for students who encounter difficulties along the way. The book focuses on reading in English as its exemplar, but shows how its framework can be adapted to understand the broad cognitive requirements for reading and learning to read in any phonologically-based orthography. It provides a way for reading professionals to think about reading and its development and gives them mechanisms that, coupled with such understanding, will help them link what children must know to become strong readers to what teaching can best provide through the competent use of available tools. In this way, the book will help reading professionals be both efficient and effective in what they provide all their students and be much better equipped to support those students who struggle to learn to read.

Eager to Learn

Eager to Learn
Author: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Early Childhood Pedagogy
Publsiher: National Academies Press
Total Pages: 468
Release: 2001-01-22
ISBN 10: 0309068363
ISBN 13: 9780309068369
Language: EN, FR, DE, ES & NL

Eager to Learn Book Review:

Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorers--and learners--every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.

How Learning Works

How Learning Works
Author: Susan A. Ambrose,Michael W. Bridges,Michele DiPietro,Marsha C. Lovett,Marie K. Norman
Publsiher: John Wiley & Sons
Total Pages: 336
Release: 2010-04-16
ISBN 10: 9780470617601
ISBN 13: 0470617608
Language: EN, FR, DE, ES & NL

How Learning Works Book Review:

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

Children s Errors in Mathematics

Children s Errors in Mathematics
Author: Alice Hansen,Doreen Drews,John Dudgeon,Fiona Lawton,Liz Surtees
Publsiher: Learning Matters
Total Pages: 256
Release: 2014-06-23
ISBN 10: 1473905532
ISBN 13: 9781473905535
Language: EN, FR, DE, ES & NL

Children s Errors in Mathematics Book Review:

This practical guide to children’s common errors and misconceptions in mathematics is a popular planning tool for primary trainees. It supports a deeper understanding of the difficulties encountered in mathematical development. This third edition has been updated to link to the new National Curriculum. New for this edition is a chapter on addressing errors misconceptions which explores how errors can best be identified and countered. The text examines misconceptions individually and in each case provides a description of the error alongside an explanation of why the error happens. The text also considers the role of the teacher in understanding and addressing children’s common mathematical misconceptions.

Where Mathematics Come From How The Embodied Mind Brings Mathematics Into Being

Where Mathematics Come From How The Embodied Mind Brings Mathematics Into Being
Author: George Lakoff,Rafael E. Nunez
Publsiher: Unknown
Total Pages: 520
Release: 2000-11-02
ISBN 10: 1928374650XXX
ISBN 13: UOM:39015049551552
Language: EN, FR, DE, ES & NL

Where Mathematics Come From How The Embodied Mind Brings Mathematics Into Being Book Review:

Provides an in-depth analysis of the cognitive science of mathematical ideas that argues that conceptual metaphor plays a definitive role in mathematical ideas, exploring such concepts as arithmetic, algebra, sets, logic, and infinity. 20,000 first printing.

The Oxford Handbook of Numerical Cognition

The Oxford Handbook of Numerical Cognition
Author: Roi Kadosh,Ann Dowker
Publsiher: OUP Oxford
Total Pages: 1144
Release: 2015-07-30
ISBN 10: 0191036005
ISBN 13: 9780191036002
Language: EN, FR, DE, ES & NL

The Oxford Handbook of Numerical Cognition Book Review:

How do we understand numbers? Do animals and babies have numerical abilities? Why do some people fail to grasp numbers, and how we can improve numerical understanding? Numbers are vital to so many areas of life: in science, economics, sports, education, and many aspects of everyday life from infancy onwards. Numerical cognition is a vibrant area that brings together scientists from different and diverse research areas (e.g., neuropsychology, cognitive psychology, developmental psychology, comparative psychology, anthropology, education, and neuroscience) using different methodological approaches (e.g., behavioral studies of healthy children and adults and of patients; electrophysiology and brain imaging studies in humans; single-cell neurophysiology in non-human primates, habituation studies in human infants and animals, and computer modeling). While the study of numerical cognition had been relatively neglected for a long time, during the last decade there has been an explosion of studies and new findings. This has resulted in an enormous advance in our understanding of the neural and cognitive mechanisms of numerical cognition. In addition, there has recently been increasing interest and concern about pupils' mathematical achievement in many countries, resulting in attempts to use research to guide mathematics instruction in schools, and to develop interventions for children with mathematical difficulties. This handbook brings together the different research areas that make up the field of numerical cognition in one comprehensive and authoritative volume. The chapters provide a broad and extensive review that is written in an accessible form for scholars and students, as well as educationalists, clinicians, and policy makers. The book covers the most important aspects of research on numerical cognition from the areas of development psychology, cognitive psychology, neuropsychology and rehabilitation, learning disabilities, human and animal cognition and neuroscience, computational modeling, education and individual differences, and philosophy. Containing more than 60 chapters by leading specialists in their fields, the Oxford Handbook of Numerical Cognition is a state-of-the-art review of the current literature.

Knowing What Students Know

Knowing What Students Know
Author: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on the Foundations of Assessment
Publsiher: National Academies Press
Total Pages: 383
Release: 2001-10-27
ISBN 10: 0309293227
ISBN 13: 9780309293228
Language: EN, FR, DE, ES & NL

Knowing What Students Know Book Review:

Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.

Acquisition of Complex Arithmetic Skills and Higher Order Mathematics Concepts

Acquisition of Complex Arithmetic Skills and Higher Order Mathematics Concepts
Author: David C. Geary,Daniel B. Berch,Robert Ochsendorf,Kathleen Mann Koepke
Publsiher: Academic Press
Total Pages: 360
Release: 2017-02-08
ISBN 10: 0128133686
ISBN 13: 9780128133682
Language: EN, FR, DE, ES & NL

Acquisition of Complex Arithmetic Skills and Higher Order Mathematics Concepts Book Review:

Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts focuses on typical and atypical learning of complex arithmetic skills and higher-order math concepts. As part of the series Mathematical Cognition and Learning, this volume covers recent advances in the understanding of children’s developing competencies with whole-number arithmetic, fractions, and rational numbers. Each chapter covers these topics from multiple perspectives, including genetic disorders, cognition, instruction, and neural networks. Covers innovative measures and recent methodological advances in mathematical thinking and learning Contains contributions that improve instruction and education in these domains Informs policy aimed at increasing the level of mathematical proficiency in the general public

Exploring Math Science in Preschool

Exploring Math   Science in Preschool
Author: Teaching Young Children
Publsiher: Unknown
Total Pages: 102
Release: 2015
ISBN 10: 9781938113093
ISBN 13: 1938113098
Language: EN, FR, DE, ES & NL

Exploring Math Science in Preschool Book Review:

"Much of the content in this book is adapted from Teaching Young Children (TYC), NAEYC's award-winning magazine ..."--Page [104]

Helping Children Learn Mathematics

Helping Children Learn Mathematics
Author: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematics Learning Study Committee
Publsiher: National Academies Press
Total Pages: 52
Release: 2002-07-31
ISBN 10: 0309131987
ISBN 13: 9780309131988
Language: EN, FR, DE, ES & NL

Helping Children Learn Mathematics Book Review:

Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we’re teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre--kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.