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Kindermathematik: Kognitiv geführter Unterricht Zimmermann, Fennema OHNE CDs-
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Standort: Daytona Beach, Florida, USA
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eBay-Artikelnr.:156801678106
Artikelmerkmale
- Artikelzustand
- Neuwertig
- Hinweise des Verkäufers
- “like new but without multimedia CD's”
- ISBN
- 9780325001371
Über dieses Produkt
Product Identifiers
Publisher
Heinemann
ISBN-10
0325001375
ISBN-13
9780325001371
eBay Product ID (ePID)
305091
Product Key Features
Educational Level
High School, Elementary School
Number of Pages
128 Pages
Language
English
Publication Name
Childrens Mathematics/Cognitively Guided Instruction : Cognitively Guided Instruction
Subject
Teaching Methods & Materials / Mathematics
Publication Year
1999
Type
Study Guide
Subject Area
Education
Format
Quantity Pack
Dimensions
Item Height
0.4 in
Item Weight
9.6 Oz
Item Length
9.3 in
Item Width
7.4 in
Additional Product Features
Intended Audience
Elementary/High School
LCCN
98-49595
Dewey Edition
21
Grade From
Kindergarten
Illustrated
Yes
Dewey Decimal
372.7/044
Grade To
Third Grade
Table Of Content
Contents: 1.Children's Mathematical Thinking 2.Addition/Subtraction: Problem Types 3.Addition/Subtraction: Children's Solution Strategies 4.Multiplication/Division: Problem Types and Children's Solution Strategies 5.Problem Solving as Modeling 6.Multidigit Number Concepts 7.Beginning to Teach Using Cognitively Guided Instruction 8.CGI Classrooms Appendix:The Research Base for Cognitively Guided Instruction
Synopsis
Children's Mathematics was written to help you understand children's intuitive mathematical thinking and use that knowledge to help children learn mathematics with understanding., By the time they begin school, most children have already developed a sophisticated, informal understanding of basic mathematical concepts and problem-solving strategies. Too often, however, the mathematics instruction that we impose upon them in the classroom fails to connect with this informal knowledge. "Children's Mathematics" was written to help you understand children's intuitive mathematical thinking and use that knowledge to help children learn mathematics with understanding. Based on more than twenty years of research, this book portrays the development of children's understanding of basic number concepts. The authors offer a detailed explanation and numerous examples of the problem-solving and computational processes that virtually all children use as their numerical thinking develops. They also describe how classrooms can be organized to foster that development. Two accompanying CDs provide a remarkable inside look at students and teachers in real classrooms implementing the teaching and learning strategies described in the text. Together, the book and CDs provide you with the foundation necessary to engage children in discussions of how they think through problems-providing suggestions for what problems to give and insight into what responses to expect, and how children's thinking will evolve., By the time they begin school, most children have already developed a sophisticated, informal understanding of basic mathematical concepts and problem-solving strategies. Too often, however, the mathematics instruction that we impose upon them in the classroom fails to connect with this informal knowledge. Children's Mathematics was written to help you understand children's intuitive mathematical thinking and use that knowledge to help children learn mathematics with understanding. Based on more than twenty years of research, this book portrays the development of children's understanding of basic number concepts. The authors offer a detailed explanation and numerous examples of the problem-solving and computational processes that virtually all children use as their numerical thinking develops. They also describe how classrooms can be organized to foster that development. Two accompanying CDs provide a remarkable inside look at students and teachers in real classrooms implementing the teaching and learning strategies described in the text. Together, the book and CDs provide you with the foundation necessary to engage children in discussions of how they think through problems-providing suggestions for what problems to give and insight into what responses to expect, and how children's thinking will evolve.
LC Classification Number
QA135.5.C4947 1999
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