New PDF release: Creating a language-rich math class: strategies and

By Sandra L. Atkins

ISBN-10: 1138916285

ISBN-13: 9781138916289

ISBN-10: 1138916293

ISBN-13: 9781138916296

ISBN-10: 1315689758

ISBN-13: 9781315689753

What meanings do your scholars have for key arithmetic strategies? What meanings do you need them to have? Creating a Language-Rich Math Class deals useful techniques for constructing conceptual understandings by means of connecting concrete, pictorial, verbal, and symbolic representations. the focal point is on making arithmetic memorable rather than on memorizing.

You’ll examine innovations for introducing scholars to math language that offers desiring to the phrases and emblems they use daily; for construction flexibility and precision in scholars’ use of math language; and for structuring actions to lead them to extra language-rich.

Book Features:

    • Detailed instructions for pattern video games and actions for instant school room use;
    • Investigations to aim and Questions for mirrored image to aid in imposing those principles into your practice;
    • Graphic organizer for supporting scholars first comprehend, clear up, and protect their strategies to be aware problems;
    • Blackline masters of video game playing cards and puzzles (also on hand at http://www.routledge.com/books/details/9781138916296/)

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Extra resources for Creating a language-rich math class: strategies and activities for building conceptual understanding

Sample text

If I were playing tenths-frame match I would say, “eight-tenths. ” Purposefully Choose and Use Materials ◆ 43 As we try to meet the needs of all students, one challenge is to find ways to increase the cognitive demand (Hess, 2006) for some students while giving other students the gift of time to understand and internalize concepts. By purposely choosing the appropriate materials and being strategic in assigning student groups and the directions given, we can do just that. Increasing the Cognitive Demand of the Experience We start the class playing Ten-Frame (or Tenths-Frame) Domino Match.

It gives them time to interpret what has been asked. It also lets all children know that mathematics is about thoughtfulness, not speed. Students are then asked to talk with a partner (PAIR). We just increased the number of students who are talking from the few who share during whole-class discussions to almost all. I admit that some students dominate these turn-and-talk moments. Others prefer to hitchhike and some may not understand what has been asked. I tell the students ahead of time that when we discuss as a whole group I will ask them to share what their partner said, not what they said.

Then ask them if they are sure and have them defend, whether the answer is correct or incorrect. Have students always defend their thinking. Defense becomes the expectation. ” Some check in with each step of the solution. Many students are very adept at reading our faces. They know that we cue with our face and with other gestures. Students expect this. They are focused on trying to tell us what they think we want to hear instead of telling us what they think. ” The teacher definitely wasn’t his answer key.

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Creating a language-rich math class: strategies and activities for building conceptual understanding by Sandra L. Atkins


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