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Children s Errors in Mathematics

Children s Errors in Mathematics Author Alice Hansen
ISBN-10 9781526422828
Release 2017-07-29
Pages 272
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Now with 50 new misconceptions, this practical guide helps teachers and trainees tackle potential errors whilst enhancing their understanding of the difficulties encountered in mathematical development.

Children s Errors in Mathematics

Children s Errors in Mathematics Author Alice Hansen
ISBN-10 9781526422804
Release 2017-07-10
Pages 272
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This practical and popular guide to children’s common errors and misconceptions in primary mathematics is an essential tool for teachers and trainees. It supports them in planning for and tackling potential errors and enhances their understanding of the difficulties encountered in mathematical development. This fourth edition explores how a Growth Mindset approach works alongside an awareness of children's errors and how mistakes themselves are powerful learning tools. This edition includes 50 new identifiable misconceptions children have of mathematics. The text also considers the role of the teacher in understanding and addressing children’s common mathematical misconceptions. Key features: Linked to the new National Curriculum and covers every objective Provides an essential tool for planning primary mathematics lessons Explores how common misconceptions can be anticipated and addressed

Children s Errors in Mathematics

Children s Errors in Mathematics Author Alice Hansen
ISBN-10 9781473905535
Release 2014-06-23
Pages 256
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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.

Children s Errors in Mathematics

Children s Errors in Mathematics Author Alice Hansen
ISBN-10 1844457680
Release 2011-02-01
Pages 208
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This practical guide to children's common errors and misconceptions in mathematics is ideal for primary trainees, helping them gain a deeper understanding of the difficulties encountered in mathematical development. This Second Edition has been fully revised and all links to the EYFS and the Revised Primary Framework have been updated. New research and literature are included, additional errors are considered, and using and applying mathematics is fully embedded throughout. Individual misconceptions are dealt with and in each case a description and explanation of the error is provided. The teacher's role in understanding and addressing common misconceptions is also covered.

Children S Mathematics 4 15 Learning From Errors And Misconceptions

Children S Mathematics 4 15  Learning From Errors And Misconceptions Author Ryan, Julie
ISBN-10 9780335220427
Release 2007-04-01
Pages 252
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This work uses data from the authors' own research on children's performance, errors and misconceptions across the mathematics curriculum. It develops concepts for teachers to use in organising their understanding and knowledge of children's mathematics, and concludes with theoretical accounts of learning and teaching.

Tackling Misconceptions in Primary Mathematics

Tackling Misconceptions in Primary Mathematics Author Kieran Mackle
ISBN-10 1138906301
Release 2016-09-16
Pages 126
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Did you know that a circle has more than one side? Are you aware of the difference between 1:2 and 1/2? Could you spot when a 2D shape is actually 3D? Tackling Misconceptions in Primary Mathematics is a practical guide based on the principles that sound subject knowledge is key to fostering understanding, and addressing misconceptions is central to pupil progress. With an emphasis on preventing as well as unpicking misconceptions in the classroom, it offers trainee and practising teachers clear explanations, practical strategies, and examples of the classroom language and dialogue that will help pupils successfully navigate tricky topics. The book demonstrates the importance of preventing misconceptions through what is said, done and presented to children, giving a variety of examples of common misconceptions and exploring how they can be addressed in a classroom environment. Proper intervention at the point of misconception is regarded as a key skill for any outstanding classroom practitioner and the author stresses the value in understanding how the pupil got there and explaining that it s okay to make mistakes. Misconceptions are only one step away from correctly formed concepts if harnessed with care and skill. This comprehensive text is designed to be read as either a short course introduction, or dipped into as a guide to assist teaching. It is essential reading for trainee primary school teachers on all routes to QTS, as well as mathematics subject leaders and practising teachers looking to inspire the next generation of confident and inquisitive mathematicians. "

Understanding Children S Mathematical Graphics Beginnings In Play

Understanding Children S Mathematical Graphics  Beginnings In Play Author Carruthers, Elizabeth
ISBN-10 9780335237760
Release 2011-04-01
Pages 203
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Key features include: --

Children s Understanding of Mathematics 11 16

Children s Understanding of Mathematics  11 16 Author M Brown
ISBN-10 1905200021
Release 1981
Pages 230
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The book gives many insights into the difficulties children face in understanding major topics of UK secondary school mathematics curricula and points out implications for teaching these topics.

Young Children Reinvent Arithmetic

Young Children Reinvent Arithmetic Author Constance Kamii
ISBN-10 9780807776247
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In this fully revised second edition of the classic Young Children Reinvent Arithmetic, Constance Kamii describes and develops an innovative program of teaching arithmetic in the early elementary grades. Kamii bases her educational strategies on renowned constructivist Jean Piaget's scientific ideas of how children develop logico-mathematical thinking. Written in collaboration with a classroom teacher, and premised upon the conviction that children are capable of much more than teachers and parents generally realize, the book provides a rich theoretical foundation and a compelling explanation of educational goals and objectives. Kamii calls attention to the ways in which traditional textbook-based teaching can be harmful to children’s development of numerical reasoning, and uses extensive research and classroom-tested studies to illuminate the efficacy of the approach. This book is full of practical suggestions and developmentally appropriate activities that can be used to stimulate numerical thinking among students of varying abilities and learning styles, both within and outside of the classroom. “In this new edition of her important book, Connie Kamii demonstrates scholarship not just in what she has written, but in her willingness to incorporate new ideas and findings. Many people update their books; few assiduously revise them, confronting what they believe to be past errors or gaps in their thinking. Such intellectual honesty, along with consistent connections between theory and practice, make this book a solid contribution to mathematics education of young children.” —Douglas Clements, State University of New York at Buffalo “The development of young children’s logico-mathematical knowledge is at the heart of this text. Similar to the first edition, this revision provides a rich theoretical foundation as well as child-centered activities and principles of teaching that support problem solving, communicating, reasoning, making connections, and representing mathematical ideas. In this great resource for preservice and in-service elementary teachers, Professor Kamii continues to help us understand the implications of Piagetian theory.” —Frances R. Curcio, New York University

How Students Learn

How Students Learn Author Committee on How People Learn: A Targeted Report for Teachers
ISBN-10 9780309089500
Release 2004-12-28
Pages 264
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How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.

Teach Your Children Tables

Teach Your Children Tables Author Bill Handley
ISBN-10 9780730319641
Release 2014-12-01
Pages 200
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Great math skills are a head start to lasting success Teach Your Children Tables is the ultimate guide to improving your child's mathematical abilities. Written by a renowned education expert, this book provides a proven approach to teaching that will help you enable your child to master multiplication tables in less than half an hour, and solve problems like 96 x 97 faster than they could tap it into a calculator! This updated third edition includes new chapters on factors and playing with square numbers, plus tips for learning tables up to fifteen and beyond. Children will learn that numbers can be fun while they improve their thinking skills, boost their confidence and self esteem, learn problem solving strategies, and set themselves up for lasting educational success. People who excel at maths are not necessarily more intelligent, they just use better strategies than the rest of us. This book gives you the perspective and the strategies you need to improve your child's understanding of maths, and introduce them to techniques that will have them performing like geniuses! Imagine helping your child: Perform lightning-quick calculations Discover easy methods of multiplication Learn the basic principles of mathematics Have fun playing with numbers Excellent maths skills present a serious advantage, throughout school and beyond. Children who are good at maths get better grades, higher test scores, and are accepted into better schools. Maths-minded adults are more in demand professionally, in fields that pay better and provide more room for upward mobility. If you could give your child this kind of gift, why wouldn't you? Now you can—Teach Your Children Tables shows you how, and makes it feel like fun.

How Children Learn

How Children Learn Author John Holt
ISBN-10 9780786746903
Release 2009-04-20
Pages 320
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This enduring classic of educational thought offers teachers and parents deep, original insight into the nature of early learning. John Holt was the first to make clear that, for small children, “learning is as natural as breathing.” In this delightful yet profound book, he looks at how we learn to talk, to read, to count, and to reason, and how we can nurture and encourage these natural abilities in our children.”

Children s Counting and Concepts of Number

Children   s Counting and Concepts of Number Author Karen C. Fuson
ISBN-10 9781461237549
Release 2012-12-06
Pages 446
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For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholary books to be devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Volumes in the Progress sequence are strongly thematic, in that each is limited to some well-defined domain of cognitive developmental research (e. g. , logical and mathematical development, semantic development). All Progress volumes are edited collections. Editors of such books, upon consultation with the Series Editor, may elect to have their works published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors will be published as separate volumes within the series. is being used in the selec A fairly broad definition of cognitive development tion of books for this series.

Adding It Up

Adding It Up Author National Research Council
ISBN-10 0309132843
Release 2001-11-13
Pages 480
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Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.

Algebra Children Strategies and Errors

Algebra  Children  Strategies and Errors Author Lesley R. Booth
ISBN-10 UVA:X000936879
Release 1984
Pages 142
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Algebra Children Strategies and Errors has been writing in one form or another for most of life. You can find so many inspiration from Algebra Children Strategies and Errors also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Algebra Children Strategies and Errors book for free.

Numeracy and Beyond

Numeracy and Beyond Author Hughes
ISBN-10 9780335231874
Release 2000-05-01
Pages 126
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This book aims to help teachers develop their understanding and practice of National curriculum mathematics and the National Numeracy Strategy. It provides a clear conceptual analysis of the problem of application, together with extensive examples of ways in which teachers can address it in their classrooms at Key Stages 1 and 2.

Math Misconceptions

Math Misconceptions Author Honi Joyce Bamberger
ISBN-10 0325026130
Release 2010-01-01
Pages 186
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Children enter school filled with all kinds of ideas about numbers, shapes, measuring tools, time, and money--ideas formed from the expressions they hear ... the things they see on television ... the computer screen ... in children's books ... all around them. It's no wonder some children develop very interesting and perhaps incorrect ideas about mathematical concepts. "How can we connect the informal knowledge that students bring to our classrooms with the mathematics program adopted by our school system? Just as important, how do we ensure that the mathematics we are introducing and reinforcing is accurate and will not need to be re-taught in later years?" Math Misconceptions answers these questions by: identifying the most common errors relative to the five NCTM content strands (number and operations, algebra, geometry, measurement, and data analysis and probability); investigating the source of these misunderstandings; proposing ways to avoid as well as "undo" misconceptions. Using classroom vignettes that highlight common misconceptions in each content area, followed by applicable research about the root causes of the confusion, the authors offer numerous instructional ideas and interventions designed to prevent or correct the misconception. --Publisher's description.