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"An excellent, well-organized, well-written book―practical advice grounded in solid research and presented in compelling language." (Robert Sylwester, Emeritus Professor of Education 2007-05-08)
"Totally absorbing. I found myself discussing different aspects of it with my colleagues and reading passages out loud to my husband. Any teacher who teaches math should have this on his or her book list." (Carol Amos, Math Teacher 2007-05-08)
"This text is written the way we should be teaching―making you eagerly anticipate what is coming next." (Renee Ponce-Nealon, Third-Grade Teacher 2007-05-08)
"The cognitive findings of this book are powerful and affirming and add support to my current work and practice. I took away powerful concepts that have enormous implications for teaching and learning mathematics." (Daniel Raguse, President 2007-05-08)
"The very bottom line is that this book is about what is best for helping students learn mathematics and helping teachers teach it in a way that is purposeful and meaningful for their students." (Deborah Gordon, Third-Grade Teacher 2007-05-08)
"The book’s unique contribution to the field is the connection of research to educational practice, providing a common language for researchers and practitioners to begin dialogues about learning mathematics." (Janice Bradley, Project Coordinator 2007-05-08)
"I am so impressed with this book that I believe it should be required reading for all teachers who teach math at any level." (Mary Thoreen, Mathematics Teacher 2007-05-08)
"This book has actually changed the way I think now of teaching math in particular and learning in general, and I’ve been teaching math for over 25 years." (Jim Barta, Associate Professor of Elementary Education 2007-05-08)
"Comes from a respected author and researcher who explores the latest neuroscientific findings in learning and math cognition. Pairs research with lesson plans specific to elementary and secondary school teachers." (California Bookwatch, December 2007 2008-01-29)
"Teachers of all grade levels will be intrigued by Sousa’s explanation of the brain processes involved in learning math concepts and why so many people find them difficult to understand. Developmentally appropriate math strategies and lessons for preK-12 students that focus on both memory and meaning are offered, along with a section on diagnosing and addressing difficulties in students." (Curriculum Connections, Spring 2008 2008-08-07)
David A. Sousa discusses the cognitive mechanisms for learning mathematics and the environmental and developmental factors that contribute to mathematics difficulties. This groundbreaking text examines:
o Children's innate number sense and how the brain develops an understanding of number relationships
o Rationales for modifying lessons to meet the developmental learning stages of young children, preadolescents, and adolescents
o Implications of current research for planning mathematics lessons, including discoveries about memory systems and lesson timing
o Methods to help elementary and secondary school teachers detect mathematics difficulties.
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Buchbeschreibung Corwin, 2007. Zustand: New. book. Bestandsnummer des Verkäufers M1412953065
Buchbeschreibung Corwin, 2007. Paperback. Zustand: New. Bestandsnummer des Verkäufers DADAX1412953065
Buchbeschreibung Zustand: New. New. Bestandsnummer des Verkäufers M-1412953065