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eBook Algebra in the Early Grades (Studies in Mathematical Thinking and Learning Series) ePub

eBook Algebra in the Early Grades (Studies in Mathematical Thinking and Learning Series) ePub

by James J. Kaput,David W. Carraher,Maria L. Blanton

  • ISBN: 0805854738
  • Category: Mathematics
  • Subcategory: Math Science
  • Author: James J. Kaput,David W. Carraher,Maria L. Blanton
  • Language: English
  • Publisher: Routledge; 1 edition (September 16, 2007)
  • Pages: 552
  • ePub book: 1954 kb
  • Fb2 book: 1974 kb
  • Other: docx lit mobi txt
  • Rating: 4.5
  • Votes: 974

Description

Algebraic learning, and early algebra in particular, was a passion of Jim Kaput. Series: Studies in Mathematical Thinking and Learning Series. Paperback: 552 pages.

Algebraic learning, and early algebra in particular, was a passion of Jim Kaput. - Teachers College Record, November 20, 2008.

Start by marking Algebra in the Early Grades (Studies in Mathematical Thinking and Learning Series) as Want to Read .

Start by marking Algebra in the Early Grades (Studies in Mathematical Thinking and Learning Series) as Want to Read: Want to Read savin. ant to Read. This book provides a rationale for a stronger and more sustained approach to algebra in school, as well as concrete examples of how algebraic reasoning may be developed in the early grades. It is organized around three themes: The Nature of Early Algebra Students’ Capacity for Algebraic Thinking Issues of Implementation: Taking Early Algebra to the Classrooms.

James J. Kaput, David W. Carraher, Maria L. Blanton.

This book provides a rationale for a stronger and more sustained approach to algebra in school, as well as concrete examples of how algebraic reasoning may be developed in the early grades. It is organized around three themes: The Nature of Early Algebra. Students’ Capacity for Algebraic Thinking. Issues of Implementation: Taking Early Algebra to the Classrooms. The contributors to this landmark volume have been at the forefront of an effort to integrate algebra into the existing early grades mathematics curriculum.

J. Kaput, D. Carraher and M. Blanton, 2008) James J. Kaput set aside . Kaput set aside the question of whether the ideas are inherently too abstract for young minds or whether they simply rest on a knowledge base too extensive to be acquired in a short time span. Instead, he asked whether there are any algebraic concepts, ideas, and methods within the reach of young learners. First, is there enough to justify the systematic inclusion of algebra in early mathematics curricula. The basis of the whole book is that there exists enough algebraic concepts to be included.

Studies in Mathematical Thinking and Learning Series) James J. .D. Learning Competency : The learner translates English phrases to mathematical phrases and vice versa. Blanton-Algebra in the Early Grades-Routledge (2007). Bibliografia (3). Manual Freefem. bjectives :At the end of the session, the students will be able to:1. understand how each mathematical phrases be translated into mathematical expressions and vice versa 2. translates English phrases to mathematical phrases and vice versa. 3. gained confidence and greater idea on translating verbal phrases to mathematical expressions and vice versa.

Early Algebra' is an approach to early mathematics teaching and learning. J. Carraher, & M. Blanton (Ed., Algebra in the Early Grades. Arithmetic and Algebra in early Mathematics Education. It is about teaching traditional topics in more profound ways. Traditionally, algebra instruction has been postponed until adolescence. Lawrence Erlbaum and Associates, 2007). & Brizuela, B. Bringing Out the Algebraic Character of Arithmetic: From Children's Ideas to Classroom Practice.

literacy skills do. Thus mathematical thinking, Clements and Sarama say, may be cognitively . That is, the thinking and reasoning inherent in math may contribute broadly to. cognitive development. Studies revealed that science learning in early childhood is associated with primary and secondary school readiness, improved causal reasoning, increased interest in science in later life, and with long-term effects on academic achievement. Thus, having valid and reliable instruments to assess children's science learning becomes critical in early childhood education (ECE).

Published August 20, 2007 by Lawrence Erlbaum. There's no description for this book yet.

Blanton, . & Kaput, J. (2004). Capturing teachers’ generative growth: A follow-up study of professional development in mathematics. Elementary grades students’ capacity for functional thinking. In Proceedings of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 135–142). Bergen, Norway: Bergen University College. In J. Mahwah, NJ: Lawrence Erlbaum Associates/Taylor & Francis Group and National Council of Teachers of Mathematics. CrossRefGoogle Scholar.

This volume is the first to offer a comprehensive, research-based, multi-faceted look at issues in early algebra. In recent years, the National Council for Teachers of Mathematics has recommended that algebra become a strand flowing throughout the K-12 curriculum, and the 2003 RAND Mathematics Study Panel has recommended that algebra be “the initial topical choice for focused and coordinated research and development [in K-12 mathematics].”

This book provides a rationale for a stronger and more sustained approach to algebra in school, as well as concrete examples of how algebraic reasoning may be developed in the early grades. It is organized around three themes:

The Nature of Early Algebra Students’ Capacity for Algebraic Thinking Issues of Implementation: Taking Early Algebra to the Classrooms.

The contributors to this landmark volume have been at the forefront of an effort to integrate algebra into the existing early grades mathematics curriculum. They include scholars who have been developing the conceptual foundations for such changes as well as researchers and developers who have led empirical investigations in school settings. Algebra in the Early Grades aims to bridge the worlds of research, practice, design, and theory for educators, researchers, students, policy makers, and curriculum developers in mathematics education.