Study of Numbers Up to 20

Author: Caleb Gattegno
Publisher: Educational Solutions
ISBN: 9780878250110
Category : Education
Languages : en
Pages : 110

Book Description
The title Gattegno Mathematics embodies an approach best expressed by the phrase The Subordination of Teaching to Learning. The program covered in this series envisages the use of colored rods (Algebricks) and other books and printed materials that are available from: www.EducationalSolutions.com.

We Can Work it Out!

Author: Anitra Vickery
Publisher:
ISBN: 9781898611318
Category : Group problem solving
Languages : en
Pages : 71

Book Description
This spiral bound photocopiable book contains 25 problem-solving activities, each activity is presented so that it can be cut up to make a collection of cards. The cards are written specifically for children operating at levels 3 to 6 of the National Curriculum in mathematics and as such will be appropriate for use in both primary and early secondary phases of education.

Let's Play Math

Author: Denise Gaskins
Publisher: Tabletop Academy Press
ISBN: 1892083248
Category : Education
Languages : en
Pages : 288

Book Description

Gattegno Mathematics Textbook 4

Author: Caleb Gattegno
Publisher: Educational Solutions Incorporated
ISBN: 9780878250141
Category : Education
Languages : en
Pages : 72

What We Owe Children

Author: Caleb Gattegno
Publisher: Educational Solutions
ISBN: 0878251731
Category : Education
Languages : en
Pages : 142

Book Description
How do children learn? How are they taught? These are two fundamental questions in education. Caleb Gattegno provides a direct and lucid analysis, and concludes that much current teaching, far from feeding and developing the learning process, actually stifles it. Memory, for instance, the weakest of the mental powers available for intelligent use, is almost the only faculty to be exploited in the educational system, and holds little value in preparing a student for the future. Gattegno's answer is to show how learning and teaching can properly work together, what schools should achieve, and what parents have a right to expect.

Thinkers

Author: Chris Bills
Publisher:
ISBN: 9781898611264
Category : Mathematics
Languages : en
Pages : 38

Book Description
"Thinkers is a collection of activities to provoke matheatical thinking. ... The book contains sixteen different contexts for exemplifying the general and generalisong the partiucular which are processes at the heart of 'doing mathematics'. There are examples of the way in which teachers can use the techniques for any topic in mathematics."--Back cover.

Socks Are Like Pants, Cats Are Like Dogs

Author: Malke Rosenfeld
Publisher: Delta Stream Media
ISBN: 9780977693900
Category : Education
Languages : en
Pages : 94

Book Description
Do you want your children to feel like algebra is beautiful, playful, and intuitive? Socks Are Like Pants, Cats Are Like Dogs inspires families and groups to play, solve, talk, and make math-together! The book is filled with a diverse collection of math games, puzzles, and activities exploring the mathematics of choosing, identifying and sorting. The activities inside are portable and easy to start. Many require little in the way of materials and preparation. Teacher and parent tested in real classrooms and living rooms, the ideas in this book are created to encourage endless inventiveness and variation. Be inspired to play and create, again and again, each time with a different, perhaps surprising result. Don't hesitate-play math today!

Now Johnny Can Do Arithmetic

Author: Caleb Gattegno
Publisher: Educational Solutions World
ISBN: 0878252231
Category : Education
Languages : en
Pages : 130

Book Description
Why do some children struggle with mathematics, while others seem to be naturally gifted? In this book, Caleb Gattegno examines the obstacles that keep students from succeeding in math, and provides a clear solution. Using Algebricks colored rods, parents and teachers can make arithmetic visible, tangible, and rewarding for their learners. Through exploring and playing with the materials, children absorb essential mathematical knowledge, while parents and teachers discover the astounding learning capacity and inventiveness of their children.

International Reflections on the Netherlands Didactics of Mathematics

Author: Marja van den Heuvel-Panhuizen
Publisher: Springer
ISBN: 3030202232
Category : Education
Languages : en
Pages : 369

Book Description
This open access book, inspired by the ICME 13 Thematic Afternoon on “European Didactic Traditions”, takes readers on a journey with mathematics education researchers, developers and educators in eighteen countries, who reflect on their experiences with Realistic Mathematics Education (RME), the domain-specific instruction theory for mathematics education developed in the Netherlands since the late 1960s. Authors from outside the Netherlands discuss what aspects of RME appeal to them, their criticisms of RME and their past and current RME-based projects. It is clear that a particular approach to mathematics education cannot simply be transplanted to another country. As such, in eighteen chapters the authors describe how they have adapted RME to their individual circumstances and view on mathematics education, and tell their personal stories about how RME has influenced their thinking on mathematics education.

Writing Mathematically

Author: Candia Morgan
Publisher: Routledge
ISBN: 113570953X
Category : Education
Languages : en
Pages : 252

Book Description
School mathematics curricula internationally tend to emphasise problem-solving and have led to the development of opportunities for children to do maths in a more open, creative way. This has led to increased interest in 'performance-based' assessment, which involves children in substantial production of written language to serve as 'evidence' of their mathematical activity and achievement. However, this raises two important questions. Firstly, does this writing accurately present children's mathematical activity and ability? Secondly, do maths teachers have sufficient linguistic awareness to support their students in developing skills and knowledge necessary for writing effectively in their subject area? The author of this book takes a critical perspective on these questions and, through an investigation of teachers' readings and evaluations of coursework texts, identifies the crucial issues affecting the accurate assessment of school mathematics.