Knowing and teaching elementary mathematics pdf
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- Elementary mathematics
- Knowing and Teaching Elementary Mathematics
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Knowing and Teaching Elementary Mathematics
Elementary mathematics consists of mathematics topics frequently taught at the primary or secondary school levels. These six strands are the focus of Mathematics education from grade 1 through grade 8. In secondary school, the main topics in elementary mathematics from grade nine until grade ten are: Number Sense and algebra, Linear Relations, Measurement and Geometry. Number Sense is an understanding of numbers and operations. In the number sense and numeration strand students develop an understanding of numbers by being taught various ways of representing numbers, as well as the relationships among numbers. Properties of the natural numbers such as divisibility and the distribution of prime numbers , are studied in basic number theory , another part of elementary mathematics. To have a strong foundation in mathematics and to be able to succeed in the other strands students need to have a fundamental understanding of number sense and numeration.
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This book describes the nature and development of the "profound understanding of fundamental mathematics" that elementary teachers need to become accomplished mathematics teachers, and suggests why such teaching knowledge is much more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U. The studies described in this volume suggest that Chinese teachers begin their teaching careers with a better understanding of elementary mathematics than mat of most U. Their understanding of the mathematics they teach and-equally important-of the ways that elementary mathematics can be presented to students, continues to grow throughout their professional lives. Teaching conditions in the United States, unlike those in China, militate against the development of elementary teachers' mathematical knowledge and its organization for teaching. The concluding chapter of the book suggests changes in teacher preparation, teacher support, and mathematics education research that might allow teachers in the United States to attain profound understanding of fundamental mathematics.