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Elementary and middle school mathematics :…
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Elementary and middle school mathematics : teaching developmentally (edição 2013)

por John A. Van de Walle, Karen Karp, Jennifer M. Bay-Williams

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209197,147 (4.5)2
“It is fun to figure out the puzzle of how children go about making sense of mathematics and then how to help teachers help kids.”  John A. Van de Walle, Late of Virginia Commonwealth University   This is the philosophy behindElementary and Middle School Mathematics:  Teaching Developmentally.  John A. Van de Walle wrote this book to help students understand mathematics and become confident in their ability to teach the subject to children in kindergarten through eighth grade.  Although he could not have foreseen the changes in mathematics teaching over the last three decades, he was at the forefront of the movement towards a constructivist view of teaching, or teaching developmentally.  Constructivism says that children construct their own knowledge.  They are not blank slates waiting to absorb whatever the teacher tells them.  Teachers must understand both mathematics itself and how students learn mathematics in order to teach it effectively.    Learning through problem solving is another major theme of this book.  Students solve problems not just to apply mathematics, but also to learn new mathematics.  Effective problems will take into account where students are, the problematic or engaging aspect of the problem must be due to the mathematics that the students are to learn and not be diluted by non-mathematical activities such as cutting or pasting, and the problem must require justifications and explanations for answers and methods.  Learning then becomes an outcome of the problem solving process.    The book also addresses in more detail than any other book on the market the effect that the trends of standards-based education, increased pressure to test, and increased teacher accountability have had on teaching mathematics.  He addresses the 2000 NCTM Standards in depth, in Chapter 1 on Teaching Mathematics in the Era of the NCTM Standards, through the NCTM icon that appears in the margins throughout the text, and in two appendices in the back of the book.  Chapter 5 on Building Assessment into Instruction has also been heavily revised to focus on increased testing pressure, creating more explicit links between objectives and assessment, and including assessments for students with special needs.    Elementary and Middle School Mathematics:  Teaching Developmentallyis a book for doing math today-for both students who want to become teachers, and the students they will eventually teach.    New To This Edition:   NEW!  Revises Chapter 5 on assessment--Discusses increased testing pressure and accountability, adds more information on equitable assessments, creates more explicit links between objectives and assessment, and includes assessments for students with special needs.   NEW!  Updates theLiterature Connectionsfeature to remove all out of print children’s literature and include more non-fiction, poetry, and other types of readings.   NEW! Weaves theFocal Pointsthroughout the chapters as well as links them with theBig Ideasfeature-Focal Pointshave also been added to the Appendix.    NEW! Includes expanded coverage of working with diverse learners.    NEW! Gives greater emphasis on dealing with math anxiety.… (mais)
Membro:julielynthompsonphd
Título:Elementary and middle school mathematics : teaching developmentally
Autores:John A. Van de Walle
Outros autores:Karen Karp, Jennifer M. Bay-Williams
Informação:Boston : Pearson, c2013.
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Elementary and Middle School Mathematics: Teaching Developmentally por John A. Van de Walle

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The calculator activities alone are worth the price of the book. This book should be required reading for anyone who teaches Mathematics in Elementary School. Van de Walle provides the rationale for a paradigm shift in Mathematics instruction that runs counter to many unfortunate common practices.

The main idea is that students develop a broad relational understanding of Mathematics only when they learn concepts and procedures in relationship to models, and when encouraged to demonstrate and practice their understandings in a variety of ways. Students with only a surface level understanding of the number 7 might only see it in relationship to a counting procedure. Students with a relational understanding have learned to see it as 2 more than 5 or 3 less than 10, or that 10 7's are 70, that 7 is part of the set of Odd Numbers, or that there are 7 days in a week.
  DKurland | Aug 30, 2010 |
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“It is fun to figure out the puzzle of how children go about making sense of mathematics and then how to help teachers help kids.”  John A. Van de Walle, Late of Virginia Commonwealth University   This is the philosophy behindElementary and Middle School Mathematics:  Teaching Developmentally.  John A. Van de Walle wrote this book to help students understand mathematics and become confident in their ability to teach the subject to children in kindergarten through eighth grade.  Although he could not have foreseen the changes in mathematics teaching over the last three decades, he was at the forefront of the movement towards a constructivist view of teaching, or teaching developmentally.  Constructivism says that children construct their own knowledge.  They are not blank slates waiting to absorb whatever the teacher tells them.  Teachers must understand both mathematics itself and how students learn mathematics in order to teach it effectively.    Learning through problem solving is another major theme of this book.  Students solve problems not just to apply mathematics, but also to learn new mathematics.  Effective problems will take into account where students are, the problematic or engaging aspect of the problem must be due to the mathematics that the students are to learn and not be diluted by non-mathematical activities such as cutting or pasting, and the problem must require justifications and explanations for answers and methods.  Learning then becomes an outcome of the problem solving process.    The book also addresses in more detail than any other book on the market the effect that the trends of standards-based education, increased pressure to test, and increased teacher accountability have had on teaching mathematics.  He addresses the 2000 NCTM Standards in depth, in Chapter 1 on Teaching Mathematics in the Era of the NCTM Standards, through the NCTM icon that appears in the margins throughout the text, and in two appendices in the back of the book.  Chapter 5 on Building Assessment into Instruction has also been heavily revised to focus on increased testing pressure, creating more explicit links between objectives and assessment, and including assessments for students with special needs.    Elementary and Middle School Mathematics:  Teaching Developmentallyis a book for doing math today-for both students who want to become teachers, and the students they will eventually teach.    New To This Edition:   NEW!  Revises Chapter 5 on assessment--Discusses increased testing pressure and accountability, adds more information on equitable assessments, creates more explicit links between objectives and assessment, and includes assessments for students with special needs.   NEW!  Updates theLiterature Connectionsfeature to remove all out of print children’s literature and include more non-fiction, poetry, and other types of readings.   NEW! Weaves theFocal Pointsthroughout the chapters as well as links them with theBig Ideasfeature-Focal Pointshave also been added to the Appendix.    NEW! Includes expanded coverage of working with diverse learners.    NEW! Gives greater emphasis on dealing with math anxiety.

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