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Pub Date: |
2011-03-08 |
Pub Type(s): |
Books; Reports - Descriptive |
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Descriptors:
State Standards; Disabilities; Special Education; Mathematics Instruction; Intervention; Student Evaluation; Data Analysis; Arithmetic; Geometry; Mathematics Achievement; Mathematics Tests; Mathematics Curriculum; Probability; Computation; Mathematics Skills; Students
Abstract:
"Achieving Fluency" presents the understandings that all teachers need to play a role in the education of students who struggle: those with disabilities and those who simply lack essential foundational knowledge. This book serves teachers and supervisors by sharing increasingly intensive instructional interventions for struggling students on essential topics aligned with NCTM's Curriculum Focal Points, the new Common Core State Standards for Mathematics, and the practices and processes that overlap the content. These approaches are useful for both overcoming ineffective approaches and implementing preventive approaches. Contents inlcude: Foreword (Karen Karp); (1) All Means All (Francis Fennell); (2) Learning: A Framework (Arthur J. Baroody); (3). Instruction: Yesterday I Learned to Add; Today I Forgot (Jeffrey Shih, William R. Speer, and Beatrice C. Babbitt); (4) Assessment (Herbert P. Ginsburg and Amy Olt Dolan); (5) Number and Operations: Organizing Your Curriculum to Develop Computational Fluency (Edward C. Rathmell and Anthony J. Gabriele); (6) Algebra (John K. Lannin and Delinda van Garderen); (7) Geometry (Julie Sarama, Douglas H. Clements, Rene S. Parmar, and Rene Garrison); (8) Measurement (Rene S. Parmar, Rene Garrison, Douglas H. Clements, and Julie Sarama); and (9) Data Analysis and Probability (Cynthia W. Langrall and Edward S. Mooney).
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Pub Date: |
2010-09-00 |
Pub Type(s): |
Guides - Classroom - Teacher; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Mathematics; Problem Solving; Young Children; Elementary Education; Instructional Effectiveness; Educational Practices; Guides; Mathematical Concepts; Comprehension; Cognitive Processes
Abstract:
This practice guide presents five recommendations intended to help educators improve students' understanding of, and problem-solving success with, fractions. Recommendations progress from proposals for how to build rudimentary understanding of fractions in young children; to ideas for helping older children understand the meaning of fractions and computations that involve fractions; to proposals intended to help students apply their understanding of fractions to solve problems involving ratios, rates, and proportions. Improving students' learning about fractions will require teachers' mastery of the subject and their ability to help students master it; therefore, a recommendation regarding teacher education also is included. Appendices include: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; (4) Rationale for Evidence Ratings; and (5) Evidence Heuristic. A glossary and index are also provided. (Contains 5 tables, 10 figures, and 250 endnotes.)
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