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Adding It Up: Helping Children Learn Mathematics
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Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years.Abstract:
Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: * Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. * Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.read more
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Running head: WHY MINIMALLY GUIDED INSTRUCTION DOES NOT WORK Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Paul A. Kirschner,John Sweller +1 more
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Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.
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Content Knowledge for Teaching: What Makes It Special?
TL;DR: In this paper, the authors developed a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge and applied it to the problem of teaching.
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Professional Noticing of Children's Mathematical Thinking.
TL;DR: In this article, a cross-sectional study of 131 prospective and practicing teachers, differing in the amount of experience they had with children's mathematical thinking, was conducted to assess their expertise in attending to children's strategies, interpreting children's understandings, and deciding how to respond on the basis of their understandings.
Knowing Mathematics for Teaching Who Knows Mathematics Well Enough To Teach Third Grade, and How Can We Decide?
TL;DR: This is the story of a teacher's campaign to improve the quality of his or her education and the response of teachers and students to that campaign.
References
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Book
How people learn: Brain, mind, experience, and school.
TL;DR: New developments in the science of learning as mentioned in this paper overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching.
CONOCIMIENTO Y ENSEÑANZA: FUNDAMENTOS DE LA NUEVA REFORMA 1 Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection, and argues that this emphasis is justified by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past.
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Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes,...
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Stereotype threat and the intellectual test performance of African Americans
Claude M. Steele,Joshua Aronson +1 more
TL;DR: The role of stereotype vulnerability in the standardized test performance of ability-stigmatized groups is discussed and mere salience of the stereotype could impair Blacks' performance even when the test was not ability diagnostic.
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Motivational processes affecting learning.
TL;DR: In this article, Dweck describes adaptive and maladaptive motivational patterns and presents a research-based model of motivational processes and argues that this approach has important implications for practice and the design of interventions to change maladaptative motivational processes, and observes that empirically based interventions may prevent current achievement discrepancies.