by Thomas Carpenter, E. Fennema, M. Franke, L. Levi and S. Empson

Cover type:

Edition/Copyright: 99

Publisher: Heinemann

Published: 1999

International: No

Edition/Copyright: 99

Publisher: Heinemann

Published: 1999

International: No

By the time they begin school, most children have already developed a sophisticated, informal understanding of basic mathematical concepts and problem-solving strategies. Too often, however, the mathematics instruction that we impose upon them in the classroom fails to connect with this informal knowledge. Children's Mathematics was written to help you understand children's intuitive mathematical thinking and use that knowledge to help children learn mathematics with understanding.

Based on more than twenty years of research, this book portrays the development of children's understanding of basic number concepts. The authors offer a detailed explanation and numerous examples of the problem-solving and computational processes that virtually all children use as their numerical thinking develops. They also describe how classrooms can be organized to foster that development.

1. Children's Mathematical Thinking

2. Addition/Subtraction: Problem Types

3. Addition/Subtraction: Children's Solution Strategies

4. Multiplication/Division: Problem Types and Children's Solution Strategies

5. Problem Solving as Modeling

6. Multidigit Number Concepts

7. Beginning to Teach Using Cognitively Guided Instruction

8. CGI Classrooms

Appendix: The Research Base for Cognitively Guided Instruction

Thomas Carpenter, E. Fennema, M. Franke, L. Levi and S. Empson

Cover type:Edition/Copyright: 99

Publisher: Heinemann

Published: 1999

International: No

By the time they begin school, most children have already developed a sophisticated, informal understanding of basic mathematical concepts and problem-solving strategies. Too often, however, the mathematics instruction that we impose upon them in the classroom fails to connect with this informal knowledge. Children's Mathematics was written to help you understand children's intuitive mathematical thinking and use that knowledge to help children learn mathematics with understanding.

Based on more than twenty years of research, this book portrays the development of children's understanding of basic number concepts. The authors offer a detailed explanation and numerous examples of the problem-solving and computational processes that virtually all children use as their numerical thinking develops. They also describe how classrooms can be organized to foster that development.

Table of Contents

2. Addition/Subtraction: Problem Types

3. Addition/Subtraction: Children's Solution Strategies

4. Multiplication/Division: Problem Types and Children's Solution Strategies

5. Problem Solving as Modeling

6. Multidigit Number Concepts

7. Beginning to Teach Using Cognitively Guided Instruction

8. CGI Classrooms

Appendix: The Research Base for Cognitively Guided Instruction