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ISBN:141660359X
Author: Meir Ben-Hur
ISBN13: 978-1416603597
Title: Concept-Rich Mathematics Instruction: Building a Strong Foundation for Reasoning and Problem Solving
Format: mbr docx doc azw
ePUB size: 1833 kb
FB2 size: 1966 kb
DJVU size: 1757 kb
Language: English
Category: Schools and Teaching
Publisher: ASCD (September 1, 2006)
Pages: 162

Concept-Rich Mathematics Instruction: Building a Strong Foundation for Reasoning and Problem Solving by Meir Ben-Hur



Concept-Rich Mathematics Instruction is based on the constructivist view that concepts are not simply facts to be memorized and later recalled, but rather knowledge that learners develop through an active process of adapting to new experiences. The teacher's role is critical in this process. When teachers prompt students to reflect on their experiences and report and answer questions verbally, students must re-examine and even revise their concepts of reality. This book complements the growing literature that focuses on particular issues of specific grade–level mathematics (see Ben-Hur, 2004). It presents an instructional approach that is responsive to the conceptual, cognitive, and meta-cognitive func­ tions of learning and thinking mathematically.

Concept-Rich Mathematics Instruction is grounded in the belief that all students can learn to think mathematically and solve challenging problems. If youre looking for a powerful way to improve students performance in mathematics and move closer to fulfilling the NCTM standards, look no further: this approach provides the building blocks for constructing a first-class mathematics program.

Concept-Rich Mathematics Instruction is based on the constructivist view that concepts are not simply facts to be memorized and later recalled, but rather knowledge that learners develop through an active process of adapting to new experiences. Meir Ben-Hur offers expert guidance on all aspects of Concept-Rich Mathematics Instruction, including.

Meir Ben-Hur offers expert guidance on all aspects of Concept-Rich Mathematics Instruction, including Identifying the core concepts of the mathematics curriculum. Planning instructional sequences that build upon concepts that students already understand. Using a variety of formative assessment methods to reveal the state of students’ learning. Concept-Rich Mathematics Instruction is grounded in the belief that all students can learn to think mathematically and solve challenging problems.

101 Creative Problem Solving Techniques: The Handb. Techniques of Problem Solving. Problem-Solving Strategies Problem Solving Through Recreational Mathematics. Problem Solving through Problems. Solutions to Calculus on Manifolds. English 12 - Lesson plan.

Concept-rich mathematics instruction: Building a strong foundation for reasoning and problem solving. Alexandria: Association for Supervision and Curriculum Development (ASCD). Bers, M. & Portsmore, M. (2005). Teaching partnerships: Early childhood and engineering, students teaching math and science through robotics. Building Lego robots for the First Lego Leagues. Plymouth: Innovation in Science and Technology. edu/LEGO ROBOTICS/lego building tutorial. The design process-Does it exist?

Concept-Rich Mathematics Instruction : Building a Strong Foundation for Reasoning and Problem Solving. Have you ever wondered why students too often have only a rudimentary understanding of mathematics, why even rich and exciting hands-on learning does not always result in "real" learning of new concepts? The answer lies in whether students have actually learned mathematical concepts, rather than merely memorizing facts and formulas.

Have you ever wondered why students too often have only a rudimentary understanding of mathematics, why even rich and exciting hands-on learning does not always result in "real" learning of new concepts? The answer lies in whether students have actually learned mathematical concepts, rather than merely memorizing facts and formulas. Concept-Rich Mathematics Instruction is based on the constructivist view that concepts are not simply facts to be memorized and later recalled, but rather knowledge that learners develop through an active process of adapting to new experiences. The teacher's role is critical in this process. When teachers prompt students to reflect on their experiences and report and answer questions verbally, students must re-examine and even revise their concepts of reality. Meir Ben-Hur offers expert guidance on all aspects of Concept-Rich Mathematics Instruction, including • Identifying the core concepts of the mathematics curriculum. • Planning instructional sequences that build upon concepts that students already understand. • Designing learning experiences that provoke thoughtful discussions about new concepts and prepare students to apply these concepts on their own. • Identifying student errors, particularly those caused by preconceptions, as important sources of information and as key instructional tools. • Conducting classroom dialogues that are rich in alternative representations. • Using a variety of formative assessment methods to reveal the state of students' learning. • Incorporating problem-solving activities that provoke cognitive dissonance and enhance students' cognitive competence. Concept-Rich Mathematics Instruction is grounded in the belief that all students can learn to think mathematically and solve challenging problems. If you're looking for a powerful way to improve students' performance in mathematics and move closer to fulfilling the NCTM standards, look no further: this approach provides the building blocks for constructing a first-class mathematics program.
Reviews: 2
Purestone
It was below standard. Every 10th page has a big blank streak that goes from the top of the page to the bottom of the page right in the middle. It is about 2 inches wide and the length of the page. I cannot read the page.
tref
I found this book an excellent introduction to what constructivist mathematics is, what it is trying to achieve and how it tries to achieve it. In essence, the idea is to assign the students problems that guide them to "construct" mathematical concepts for themselves. The teacher takes on the role of guide, largely serving to correct misconceptions that students have developed in the process. The book describes a program for how to implement this approach. It is a high-level description, though, and doesn't have enough detail to serve as a guide to implementation. As such, it is a movement manifesto of sorts, and a useful place to start reading if you want to understand what the reform mathematics approach is trying to do.