Integers, Fractions and Arithmetic: A Guide for Teachers (MSRI Mathematical Circles Library, 10, Band 10)

Sally Judith, D. und Jr. Sally Paul J.:

ISBN 10: 082188798X / ISBN 13: 9780821887981

Verlag: American Mathematical Society, 2012

Beschreibung

208 Seiten; 9780821887981.3 Gewicht in Gramm: 500.

Bestandsnummer des Verkäufers 866694

Bibliografische Details

• Titel: Integers, Fractions and Arithmetic: A Guide for Teachers (MSRI Mathematical Circles Library, 10, Band 10)
• Verlag: American Mathematical Society
• Erscheinungsjahr: 2012
• Sprache: Englisch
• ISBN-10: 082188798X
• ISBN-13: 9780821887981
• Einband: paperback
• Zustand: Gut
• Verkäuferkataloge:
  • Varia

Über diesen Titel

Inhaltsangabe

This book, which consists of twelve interactive seminars, is a comprehensive and careful study of the fundamental topics of K-8 arithmetic. The guide aims to help teachers understand the mathematical foundations of number theory in order to strengthen and enrich their mathematics classes. Five seminars are dedicated to fractions and decimals because of their importance in the classroom curriculum. The standard topics are covered in detail, but are arranged in an order that is slightly different from the usual one. Multiplication is treated first, and with that in hand, common denominators and equivalent fractions are more readily understood and are available for use when discussing addition. The book is intended for the professional development of teachers. It is appropriate for teacher education programs as well as for enrichment programs such as Mathematical Circles for Teachers. There are numerous activities in each seminar that teachers can bring into their classrooms. In the interest of fostering a greater awareness and appreciation of mathematics and its connections to other disciplines and everyday life, MSRI and the AMS are publishing books in the Mathematical Circles Library series as a service to young people, their parents and teachers, and the mathematics profession.

Über die Autorin bzw. den Autor

Judith D. Sally, Northwestern University, Evanston, IL, USA

Paul J. Sally, Jr., University of Chicago, Chicago, IL, USA