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Childrens Mathematics/Cognitively Guided Instruction : Cognitively Guided Instruction by Linda Levi, Elizabeth Fennema, Thomas P. Carpenter, Susan B. Empson and Megan Loef L. Franke (1999, Quantity Pack)
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Product Identifiers
PublisherHeinemann
ISBN-100325001375
ISBN-139780325001371
eBay Product ID (ePID)305091
Product Key Features
Educational LevelHigh School, Elementary School
Number of Pages128 Pages
LanguageEnglish
Publication NameChildrens Mathematics/Cognitively Guided Instruction : Cognitively Guided Instruction
SubjectTeaching Methods & Materials / Mathematics
Publication Year1999
TypeStudy Guide
AuthorLinda Levi, Elizabeth Fennema, Thomas P. Carpenter, Susan B. Empson, Megan Loef L. Franke
Subject AreaEducation
FormatQuantity Pack
Dimensions
Item Height0.4 in
Item Weight9.6 Oz
Item Length9.3 in
Item Width7.4 in
Additional Product Features
Intended AudienceElementary/High School
LCCN98-49595
Dewey Edition21
Grade FromKindergarten
IllustratedYes
Dewey Decimal372.7/044
Grade ToThird Grade
Table Of ContentContents: 1.Children's Mathematical Thinking 2.Addition/Subtraction: Problem Types 3.Addition/Subtraction: Children's Solution Strategies 4.Multiplication/Division: Problem Types and Children's Solution Strategies 5.Problem Solving as Modeling 6.Multidigit Number Concepts 7.Beginning to Teach Using Cognitively Guided Instruction 8.CGI Classrooms Appendix:The Research Base for Cognitively Guided Instruction
SynopsisChildren's Mathematics was written to help you understand children's intuitive mathematical thinking and use that knowledge to help children learn mathematics with understanding., By the time they begin school, most children have already developed a sophisticated, informal understanding of basic mathematical concepts and problem-solving strategies. Too often, however, the mathematics instruction that we impose upon them in the classroom fails to connect with this informal knowledge. "Children's Mathematics" was written to help you understand children's intuitive mathematical thinking and use that knowledge to help children learn mathematics with understanding. Based on more than twenty years of research, this book portrays the development of children's understanding of basic number concepts. The authors offer a detailed explanation and numerous examples of the problem-solving and computational processes that virtually all children use as their numerical thinking develops. They also describe how classrooms can be organized to foster that development. Two accompanying CDs provide a remarkable inside look at students and teachers in real classrooms implementing the teaching and learning strategies described in the text. Together, the book and CDs provide you with the foundation necessary to engage children in discussions of how they think through problems-providing suggestions for what problems to give and insight into what responses to expect, and how children's thinking will evolve., By the time they begin school, most children have already developed a sophisticated, informal understanding of basic mathematical concepts and problem-solving strategies. Too often, however, the mathematics instruction that we impose upon them in the classroom fails to connect with this informal knowledge. Children's Mathematics was written to help you understand children's intuitive mathematical thinking and use that knowledge to help children learn mathematics with understanding. Based on more than twenty years of research, this book portrays the development of children's understanding of basic number concepts. The authors offer a detailed explanation and numerous examples of the problem-solving and computational processes that virtually all children use as their numerical thinking develops. They also describe how classrooms can be organized to foster that development. Two accompanying CDs provide a remarkable inside look at students and teachers in real classrooms implementing the teaching and learning strategies described in the text. Together, the book and CDs provide you with the foundation necessary to engage children in discussions of how they think through problems-providing suggestions for what problems to give and insight into what responses to expect, and how children's thinking will evolve.
LC Classification NumberQA135.5.C4947 1999
