Mathematics for elementary school teachers : a process approach / Mark A. Freitag.
By: Freitag, Mark A.
Pacific Grove : Brooks Cole, ©2014Description: xix, 1084 p. : col. ill. ; 29 cm.ISBN: 9781133109976; 9780618610082; 0618610081.Subject(s): Mathematics -- Study and teaching (Elementary)DDC classification: 372.02451/F88 Other classification: CASItem type | Current location | Call number | Status | Date due | Barcode |
---|---|---|---|---|---|
Books | College Library General Reference Section | CAS 372.02451/F88 (Browse shelf) | Available | 79565 |
Browsing College Library Shelves , Shelving location: General Reference Section Close shelf browser
CAS 371.425/Z87 Career counseling : | CAS 371.82996073/R63 Designing critical literacy education through critical discourse analysis : | CAS 371.9/B69 The social compass curriculum : | CAS 372.02451/F88 Mathematics for elementary school teachers : | CAS 372.43/Sca63 Early intervention for reading difficulties : | CAS 372.43/Sca63 Early intervention for reading difficulties : | CAS 372.6/W18 Understanding language and literacy development : |
Mathematical processes -- Sets -- Numbers and numeration -- Whole-number computation -- Basic number theory -- The integers -- Fractions and the rational numbers -- Decimals, real numbers, and proportional reasoning -- Algebraic thinking -- Geometrical shapes -- Congruence, similarity, and constructions -- Coordinate and transformation geometry -- Measurement -- Statistical thinking -- Probability.
Freitag's MATHEMATICS FOR ELEMENTARY SCHOOL TEACHERS: A PROCESS APPROACH was developed using the five Content Standards from the NCTM Principles and Standards for School Mathematics, and the Common Core State Standards for Mathematics. Traditionally, books for pre-service elementary teachers have focused on problem solving. However, problem solving is not the only process through which mathematics is learned. It is also learned through mathematical reasoning, communication, representation, and connections. Recent trends in mathematics education now advocate implementing all five processes as a vital part of learning and doing mathematics. Consequently, you need to have concrete experiences with these processes that you will be required to teach. The goal of this book is to treat each of the processes equitably by using an approach in which the five processes serve as the central pedagogical theme. Most of the examples, exercises, and activities are designed to either model the processes or to directly engage you in working with them. As a result, you will not only come to understand the different processes, but also appreciate them as an integral to learning and doing mathematics. If this broader view can be instilled, you are more likely to give your students a more well-rounded and holistic view of mathematics once you enter the classroom. The content of the book is directly related to the mathematics that is taught in grades K - 8. The purpose is not to reteach elementary mathematics. Rather, the intent is to look at the content from a theoretical or generalized point of view, so that you can better understand the concepts and processes behind the mathematics you will teach. In short, the book focuses on the "why" behind the mathematics in addition to the "how." Available with InfoTrac Student Collections http://gocengage.com/infotrac.
College of Arts and Sciences
There are no comments for this item.