Fostering Children's Mathematical Power
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A01=Arthur Baroody
A01=Arthur J. Baroody
A01=Jesse L.M. Wilkins
A01=Ronald T. Coslick
activity
Activity File
advanced mathematics classroom techniques
approach
Author_Arthur Baroody
Author_Arthur J. Baroody
Author_Jesse L.M. Wilkins
Author_Ronald T. Coslick
Basic Number Combinations
brill
Can
Category=JNU
Category=PB
Children's Informal Knowledge
Common Fractions
Concrete Models
Continuous Quantities
Decimals
Distributive Algorithm
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Equivalent Fractions
file
geometry instruction
Ii Activity File
INI
inquiry based learning
Intermediate Level Students
investigative
Investigative Approach
Make Sense
Mathematical Power
Mathematics Learning Center
mathematics pedagogy
mental computation strategies
miss
Multidigit Arithmetic
Multidigit Multiplication
NCTM Standard
number theory
Numeration System
problem
S Box
skills
statistics and probability
traditional
Traditional Skills Approach
Vice Versa
word
Word Problems
Product details
- ISBN 9780805831054
- Weight: 1383g
- Dimensions: 210 x 280mm
- Publication Date: 01 Sep 1998
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Hardback
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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 children's 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 chilren's 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.
Arthur Baroody (University of Illinois at Urbana-Champaign, USA), Ronald T Coslick (Niskayuna Middle School, New York, retired).
