By National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Mathematics Learning Study Committee, Bradford Findell, Jane Swafford, Jeremy Kilpatrick
"Adding it Up" explores how scholars in pre-K via eighth grade examine arithmetic and recommends how instructing, curricula, and instructor schooling should still swap to enhance arithmetic studying in the course of those severe years. The committee identifies 5 interdependent elements of mathematical talent and describes how scholars improve this talent. With examples and illustrations, the e-book provides a portrait of arithmetic studying: study findings on what teenagers learn about numbers by the point they come in pre-K and the results for arithmetic guideline; and information at the techniques in which scholars collect mathematical talent with complete numbers, rational numbers, and integers, in addition to starting algebra, geometry, size, and chance and facts. The committee discusses what's identified from examine approximately instructing for arithmetic talent, concentrating on the interactions among academics and scholars round academic fabrics and the way academics advance talent in educating arithmetic.
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Additional resources for Adding It Up: Helping Children Learn Mathematics
Teaching and learning also take place in a social context ranging from the classroom to the nation as a whole. Teaching and learning depend not only on teachers and students but also on support from a variety of enablers: policy makers, teacher educators, publishers, researchers, administrators, and others. A relevant study of mathematics learning might, for example, lead to a sharper understanding of desired learning processes and outcomes. It might reveal features of good practice or evaluate tradeoffs among various educational alternatives.
Other studies are experimental. Through the manipulation of learning conditions, they can suggest how changes in those conditions might cause changes in learning. Whether a study is a tightly controlled experiment or an observation of a single child’s performance, it can be of high or low quality. Box 1-1 describes several determinants of quality in research. In turn, the quality of the evidence determines the level of confidence with which a conclusion, observation, or recommendation is made. In addition, no single study can provide conclusive evidence on broad educational issues.
Teachers cannot automatically know how to teach more effectively. Learning to teach well cannot be accomplished once and for all in a preservice program; it is a career-long challenge. As we have indicated, proficiency in mathematics teaching has parallels to proficiency in mathematics. Unfortunately, just as students’ opportunities to learn mathematics effectively have been insufficient, so have teachers’ opportunities to learn more about mathematics, students’ learning and thinking, and their teaching practice.
Adding It Up: Helping Children Learn Mathematics by National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Mathematics Learning Study Committee, Bradford Findell, Jane Swafford, Jeremy Kilpatrick