Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, p, e, i, s, t.
Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, p, e, i, s, t.
This book represents a major step forward in each of two fields: cooperative
learning and math instruction. By taking a multi- structural approach, the lessons
provided tap the full power of cooperative learning and reveal its power to realize
the highest goals of the new California and National math frameworks. It is a
natural marriage of two fields. Those versed in the goals and methods of the new
math frameworks will find here a powerful set of tools and a practical method for ...
Research suggests that learning is a social process and that cooperative learning activities are essential if students are to be able to construct their own knowledge. Many teachers, teacher educators and researchers have studied and tried a variety of cooperative learning approaches-and much has been learned. This book introduces new ideas and techniques and includes a bibliography with new articles and books that have been published since the first edition.
This book introduces new ideas and techniques and includes a bibliography with new articles and books that have been published since the first edition.
The ANOVA and SPSS were used for statistical analysis. Statistically significant was the difference found in fundamental mathematics gain scores of developmental mathematics students exposed to computer-assisted instruction, combined with traditional instruction, F (1, 57)=4.560, p
The ANOVA and SPSS were used for statistical analysis.
A highly practical resource for special educators and classroom teachers, this book provides specific instructional guidance illustrated with vignettes, examples, and sample lesson plans. Every chapter is grounded in research and addresses the nuts and bolts of teaching math to students who are not adequately prepared for the challenging middle school curriculum. Presented are a range of methods for helping struggling learners build their understanding of foundational concepts, master basic skills, and develop self-directed problem-solving strategies. While focusing on classroom instruction, the book also includes guidelines for developing high-quality middle school mathematics programs and evaluating their effectiveness.
A highly practical resource for special educators and classroom teachers, this book provides specific instructional guidance illustrated with vignettes, examples, and sample lesson plans.
This is a book full of ideas for introducing real world problems into mathematics classrooms and assisting teachers and students to benefit from the experience. Taken as a whole these contributions provide a rich resource for mathematics teachers and their students that is readily available in a single volume. Nowadays there is a universal emphasis on teaching for understanding, motivating students to learn mathematics and using real world problems to improve the mathematics experience of school students. However, using real world problems in mathematics classrooms places extra demands on teachers in terms of extra-mathematical knowledge e.g. knowledge of the area of applications, and pedagogical knowledge. Care must also be taken to avoid overly complex situations and applications. Papers in this collection offer a practical perspective on these issues, and more. While many papers offer specific well worked out lesson type ideas, others concentrate on the teacher knowledge needed to introduce real world applications of mathematics into the classroom. We are confident that mathematics teachers who read the book will find a myriad of ways to introduce the material into their classrooms whether in ways suggested by the contributing authors or in their own ways, perhaps through mini-projects or extended projects or practical sessions or enquiry based learning. We are happy if they do! This book is written for mathematics classroom teachers and their students, mathematics teacher educators, and mathematics teachers in training at pre-service and in-service phases of their careers.
This paper looks at some interesting geometry problems that arise in two different
types of well known games: Rugby (a field game), and Snooker (a table game).
These problems are developed in a teacher-friendly and teacher-ready way that
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