Activities for Mathematical Thinking: Exploring, Inventing, and Discovering Mathematics
Activities for Elementary and Middle School Mathematics: Developing Mathematical Thinking addresses the changing ways in which students learn and teachers teach mathematics. The traditional mathematics class emphasized memorizing procedures and facts and applying standard algori... read full description below.
Sorry, title is now out of print.
Quick Reference
... view full title details below.
Full details for this title
| Interest Age |
All ages |
| Reading Age |
All ages |
| Library of Congress |
Mathematics - Study and teaching (Middle school) - United States, Cognition in children, Mathematics - Study and teaching (Elementary) - United States, Mathematical ability in children - United States, Study and teaching (Middle school) |
| NBS Text |
Education & Teaching |
| ONIX Text |
Professional and scholarly |
|
| Number of Pages |
272 |
| Dimensions |
Width: 210mm
Height: 276mm
Spine: 10mm |
| Weight |
522g |
|
| Dewey Code |
372.7 |
| Catalogue Code |
Not specified |
Description of this Textbook
Activities for Elementary and Middle School Mathematics: Developing Mathematical Thinking addresses the changing ways in which students learn and teachers teach mathematics. The traditional mathematics class emphasized memorizing procedures and facts and applying standard algorithms. Reformed mathematics instruction is active rather than passive, with an emphasis on inquiry and process. This text encourages multiple pathways to multiple solutions, as well as the development of mathematical thinking as equally important a result of problem solving as correct solutions. The authors believe that a reformed classroom functions as a learning laboratory, with learning tools such as base-10 blocks, tangrams, geoboards, and fraction or algebra tiles playing integral roles. The mathematical activities collected in this text provide directions, contexts, and goals for the inquiry process. They emphasize hands-on learning and an inductive rather than deductive approach to mathematics. The authors believe that the starting is questions, as opposed to answers. Students are encouraged to build and construct answers for themselves.
^ top
Awards & Reviews
There are no reviews for this title.
^ top
Author's Bio
There is no author biography for this title.
^ top
