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Fosnot YO U N G I n our efforts to reform mathematics education, weve learned a tremendous amount about young students strategies and the ways they construct knowledge, without fully understanding how to support such development over time. The Dutch do. So, funded by the NSF and Exxon Mobil, Mathematics in the City was begun, a collaborative inservice project that pooled the best thinking from both countries.
In this third volume in a series of three, Fosnot and Dolk focus on how children in grades construct their knowledge of fractions, decimals, and percents. Their book:. Elementary and Middle School mathematics: teaching Developmentally, 6th Edition. This leading K-8 math methods text has the most coverage of the NCTM standards, the strongest coverage of middle school mathematics, and the highest student approval of any text currently available. Elementary and Middle School Mathematics provides an unparalleled depth of ideas and discussion to help students develop a real understanding of the mathematics they will teach. John Van de Walle, one of the foremost experts on how children learn mathematics, finds that 80 percent of the students who purchase this book keep it for reference when they begin their professional teaching careers.
This chapter traces the connections between Realistic Mathematics Education RME and Portuguese developments in mathematics education in terms of research studies and curriculum development. The basis for this work is a literature review of papers and other documents, with special attention to the period —, and research studies organised by mathematical topic. This is most noticeable in conceptual frameworks for developmental research studies in the area of number and in the use of realistic contexts in task design, and it is also apparent in the official Portuguese curriculum document. Realistic Mathematics Education RME has a clear influence in Portugal, both in research and in curriculum development. Since then, contacts have been frequent, in other international meetings, in study visits made by Portuguese researchers to the Freudenthal Institute FI in Utrecht, and also through the visits made by researchers of the FI to Portugal to attend mathematics education conferences, 1 to participate in activities of research and evaluation projects, and to deliver seminars to doctoral students. Research in mathematics education in Portugal began its development from the s, with several doctoral degrees obtained abroad in the United States and the United Kingdom , but only in the s did it become more intensive, with doctoral degrees offered at several Portuguese universities mainly in Lisbon, Aveiro, and Braga. The chapter contains two main sections, one concerning research studies subdivided in mathematical topics and another concerning curriculum development.
The first in a three-volume set, Young Mathematicians. In Stock. The first in a three-volume set, Young Mathematicians at Work focuses on young children between the ages of four and eight as they construct a deep understanding of number and the operations of addition and subtraction. Rather than offer unrelated activities, Fosnot and Dolk provide a concerted, unified description of development, with a focus on big ideas, progressive strategies, and emerging models. And they describe teachers who use rich problematic situations to promote inquiry, problem solving, and construction, and children who raise and pursue their own mathematical ideas. In contrast to other books on math reform, Young Mathematicians at Work provides a new look at the teaching of computation.
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Young Mathematicians at Work: Constructing Number Sense, Addition, and Subtraction. Fosnot, Catherine Twomey; Dolk, Maarten. The first in a three-volume.
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YO U N GMATHEMATICIANSAT W O R KConstructing Number Sense, Addition, and SubtractionCatherine Twomey Fosnot Maar.
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