Developing Fractions Knowledge

Amy J. Hackenberg, Anderson Norton, Robert J Wright

ISBN 10: 141296220X / ISBN 13: 9781412962209

Verlag: SAGE Publications Inc, US, 2016

Beschreibung

Supporting and understanding your students' fractional knowledge is crucial to their overall grasp of numbers and mathematics. By centralizing around three key stages of development, this effective guide will help you to assess your students' understanding of fractions and modify your teaching accordingly. These key stages are identified as:  Stage 1a: Fair SharingStage 1b: Part-WholeStage 2a: Disembedding and IteratingStage 2b: Measuring with Unit FractionsStage 2c: Reversing FractionsStage 3a: Fractions as NumbersStage 3b: Operating with Fractions As the newest addition to the bestselling Maths Recovery Series, this book will be a useful guide for all primary classroom teachers and assistants, including experienced Mathematics Recovery instructors.

Bestandsnummer des Verkäufers LU-9781412962209

Bibliografische Details

• Titel: Developing Fractions Knowledge
• Verlag: SAGE Publications Inc, US
• Erscheinungsjahr: 2016
• Sprache: Englisch
• ISBN-10: 141296220X
• ISBN-13: 9781412962209
• Einband: Paperback
• Zustand: New

Über diesen Titel

Inhaltsangabe

From the bestselling Maths Recovery series comes another exciting resource for teachers. Focusing around the three stages of development that connect to whole number knowledge this is an essential addition to your Mathematics teaching toolkit.

Über die Autorinnen und Autoren

Dr. Amy J. Hackenberg taught mathematics to middle and high school students for 9 years in L.A. and Chicago, prior to earning a Ph.D. in mathematics education from the University of Georgia. Amy is currently an associate professor of mathematics education at Indiana University-Bloomington. She conducts research on how middle school students construct fractions knowledge and algebraic reasoning and on how teachers can learn to develop productive student-teacher relationships. In her current project she is investigating how to differentiate instruction for diverse middle school students (see https://idream.sitehost.iu.edu/), studying her own teaching as well as working with practicing teachers. She is the proud co-author of the Math Recovery series book, Developing Fractions Knowledge.

Dr. Anderson Norton is a professor in the Department of Mathematics at Virginia Tech. His research focuses on building models of students’ mathematical development. This work has generated interdisciplinary collaborations with psychologists and neuroscientists. Prior to this volume, Norton served as chair of the steering committee for the North American Chapter of the International Group for the Psychology of Mathematics Education, co-editor on a pair of publications bridging psychology and mathematics education, and co-author of the Math Recovery series book, Developing Fractions Knowledge.

Dr Robert J. (Bob) Wright holds Bachelor’s and Master’s degrees in mathematics from the University of Queensland (Australia) and a doctoral degree in mathematics education from the University of Georgia. He is an adjunct professor in mathematics education at Southern Cross University in New South Wales. Bob is an inter­nationally recognized leader in assessment and instruction relating to children’s early arithmetical knowledge and strategies, publishing six books, and many articles and papers in this field. His work over the last 25 years has included the development of the Mathematics Recovery Program, which focuses on providing specialist training for teachers to advance the numeracy levels of young children assessed as low-attainers. In Australia and New Zealand, Ireland, the UK, the USA, Canada, Mexico, South Africa and elsewhere, this programme has been implemented widely, and applied extensively to classroom teaching and to average and able learners as well as low-attainers. Bob has conducted several research projects funded by the Australian Research Council including the most recent project focusing on assessment and intervention in the early arithmetical learning of low-attaining 8- to 10-year-olds.