Analysis of arithmetic for mathematics teaching
Author(s)
Bibliographic Information
Analysis of arithmetic for mathematics teaching
L. Erlbaum Associates, 1992
Available at 15 libraries
Note
Includes bibliographical references and index
Description and Table of Contents
Description
This volume emerges from a partnership between the American Federation of Teachers and the Learning Research and Development Center at the University of Pittsburgh. The partnership brought together researchers and expert teachers for intensive dialogue sessions focusing on what each community knows about effective mathematical learning and instruction. The chapters deal with the research on, and conceptual analysis of, specific arithmetic topics (addition, subtraction, multiplication, division, decimals, and fractions) or with overarching themes that pervade the early curriculum and constitute the links with the more advanced topics of mathematics (intuition, number sense, and estimation). Serving as a link between the communities of cognitive researchers and mathematics educators, the book capitalizes on the recent research successes of cognitive science and reviews the literature of the math education community as well.
Table of Contents
Contents: Preface. J.T. Sowder, Making Sense of Numbers in School Mathematics. K.C. Fuson, Research on Learning and Teaching Addition and Subtraction of Whole Numbers. P. Nesher, Solving Multiplication Word Problems. M. Lampert, Teaching and Learning Long Division for Understanding in School. J. Hiebert, Mathematical, Cognitive, and Instructional Analyses of Decimal Fractions. T.E. Kieren, Rational and Fractional Numbers as Mathematical and Personal Knowledge: Implications for Curriculum and Instruction. L.B. Resnick, From Protoquantities to Operators: Building Mathematical Competence on a Foundation of Everyday Knowledge. M. Rauth, L. Billups, Epilogue.
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