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Arthur J. Baroody - Fostering Childrens Mathematical Power: An Investigative Approach To K-8 Mathematics Instruction

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Fostering Childrens Mathematical Power: An Investigative Approach To K-8 Mathematics Instruction: summary, description and annotation

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Teachers have the responsibility of helping all of their students construct the disposition and knowledge needed to live successfully in a complex and rapidly changing world. To meet the challenges of the 21st century, students will especially need mathematical power: a positive disposition toward mathematics (curiosity and self confidence), facility with the processes of mathematical inquiry (problem solving, reasoning and communicating), and well connected mathematical knowledge (an understanding of mathematical concepts, procedures and formulas). This guide seeks to help teachers achieve the capability to foster childrens mathematical power - the ability to excite them about mathematics, help them see that it makes sense, and enable them to harness its might for solving everyday and extraordinary problems. The investigative approach attempts to foster mathematical power by making mathematics instruction process-based, understandable or relevant to the everyday life of students. Past efforts to reform mathematics instruction have focused on only one or two of these aims, whereas the investigative approach accomplishes all three. By teaching content in a purposeful context, an inquiry-based fashion, and a meaningful manner, this approach promotes chilrens mathematical learning in an interesting, thought-provoking and comprehensible way. This teaching guide is designed to help teachers appreciate the need for the investigative approach and to provide practical advice on how to make this approach happen in the classroom. It not only dispenses information, but also serves as a catalyst for exploring, conjecturing about, discussing and contemplating the teaching and learning of mathematics.

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title:Fostering Children's Mathematical Power : An Investigative Approach to K-8 Mathematics Instruction
author:Baroody, Arthur J.; Coslick, Ronald T.
publisher:Lawrence Erlbaum Associates, Inc.
isbn10 | asin:0805831053
print isbn13:9780805831054
ebook isbn13:9780585375779
language:English
subjectMathematics--Study and teaching (Elementary)
publication date:1998
lcc:QA135.5.B2847 1998eb
ddc:372.7/044
subject:Mathematics--Study and teaching (Elementary)
Fostering Children's Mathematical Power:
An Investigative Approach to K-8 Mathematics Instruction
FEATURES OF THE TEXT
Chapter Introduction
Bulletin-Board Display serves to introduce a chapter and to illustrate bulletin boards you might use in your own class.
This Chapter provides a brief rationale for a chapter, an overview of it, and a discussion of how the chapter fits in with previous chapters and succeeding chapters.
What the NCTM Standards Say summarizes the recommendations made by the National Council of Teachers of Mathematics (NCTM) in the visionary document, Curriculum and Evaluation Standards for School Mathematics, published in 1989. These recommendations provide you a general idea of what needs to be emphasized and what is appropriate for both the primary (K-4) and the intermediate (5-8) grades.
Main Text
Readings include explanations, examples, figures, and the following features:
Picture 2 A pen point indicates a teaching tip.
Picture 3 A check indicates an assessment tip.
Picture 4 An apple indicates an Activity File or instructional activitya classroom-tested activity for actively involving students. Each activity file indicates: Picture 5 process and/or content goals, Picture 6 suggested grade range, and Picture 7 audience (whole class, small group, and/or individual).
Picture 8 A calculator symbol indicates a calculator-based activity or resource.
Picture 9 The computer monitor indicates a computer-based activity or resource.
Picture 10 A book indicates an activity based on children's literature or an example of children's literature that involves mathematics.
Picture 11 The pencil indicates a writing activity.
Picture 12 The black box indicates a problem, all of which can be used or adapted for use in the elementary grades.
Picture 13 The aid symbol, a cross, indicates a general problem-solving aid or helper.
Picture 14 The four-pointed star indicates an elaboration or extension of a problem.
Reader Inquiries. The text contains three types of reader inquiries:
Picture 15Challenges are dispersed throughout this guide. These prompt readers to solve a mathematical problem found in the text, to answer pedagogical questions related to the text, or to consider how ideas are connected.
Picture 16Probes involve (a) pondering a mathematical concept, procedure, or formula; (b) reflecting on personal experiences or knowledge; (c) analyzing and evaluating children's thinking, common learning difficulties, curriculum materials, or teaching practices; or (d) solving mathematical or pedagogical problems.
Picture 17Investigations introduce mathematical problems, games, and activitiesany of which can be used or adapted for elementary instruction. Some introduce material by means of guided discovery learning and double as a lesson plan you can follow with your own class.
Parting Thoughts entails quotes and commentary that summarize the thrust of the chapter's instructional implications.
Resources
Picture 18Some Instructional Resources provide a small sample of commercially available resources, including curriculum materials; books describing math projects, activities, or games; and references on the teaching and learning of mathematics.
Picture 19A Sample of Children's Literature describes examples of resources on children's literature and children's books that can help make K-8 mathematics instruction more interesting.
Picture 20Picture 21Picture 22Tips on Using Technology teaching suggestions about using calculators, computers, and videotapes in mathematics instruction and technology-related resources.
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