This is from the course information sheet:
Pre-course reading: Students are expected to read Chapter 1 and Chapter 2 and make a blog entry to show that they have understood the readings and have an opinion on the readings. The blog entry should not be excessively long and, hopefully, is creative and interesting to read. Photographs, videos and so on may be use to make a point.
These are the questions raised by some participants of the course:
Q1. Do I need to have my own blog?
A1. Yes. Please create your own blog such as this one on blogspot or other blogging platforms and send me your blog's url. I will link everyone's blog to mine so that you can visit each others' blogs regularly. Hopefully, reading each others' views and opinions will set us thinking about teaching mathematics to children.
Q2. How long must it be?
A2. According to the requirements, it should "not be excessively long". In order to show your understanding, you need to synthesize what you read. So, it cannot be very long. Best entries are a joy to read. Try to make your entries a joy to read.
Q3. Is it compulsory to use photographs and videos?
A3. According to the requirements, it is not compulsory. But sometimes it is easier to make a point using tools other than language.
Monday, August 30, 2010
Monday, July 19, 2010
Other References
Bibliography
Asklock, R. (2005). Error patterns in computation (9th ed.). New Jersey: Prentice Hall.
Borko, H., Eisenhart, M., Brown, C., Underhill, R., Jones, D. & Asgard, P. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up to easily? Journal for Research in Mathematics, 23, 1994-222.
Bove, S. (1995). Place value: A vertical perspective. Teaching Children Mathematics, 1(9), 542-546.
Cobb, P., Yackel, E., Wood, T., Wheatley, G. & Markel, G. (1989). Creating a problem solving atmosphere. Arithmetic Teacher, 39, 46-47.
Empson, S. (1995). Using sharing situations to help children learn fractions. Teaching Children Mathematics, 2.
Friedlander, A. (1997). Young children investigate number cubes. Teaching Children Mathematics, 4, 6-11.
Giganti, P. & Cittadino, M. (1990). The art of tessellation. Arithmetic Teacher, 38(3), 6-16.
Henningsen, M. & Stein, M. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematical Education, 28, 524-549.
Jensen, R. (1993). Research ideas for the classroom: Early childhood mathematics. Gale Group.
Kamii, C. & Dominicl, A. (1997). To teach or not to teach algorithms. Journal of Mathematical Behavior, 16, 51-61.
Kazemi, E. (1998). Discourse that promotes conceptual understanding. Teaching Children Mathematics, 4, 410-414.
Ladson B. G. (1993). Making mathematics meaningful in multicultural contexts. In New Directions for Equity in Mathematics Education. Cambridge University Press.
Mastropieri, M., Scruggs, T., & Shiah, S. (1991). Mathematics research for learning disabled students: A review of research. Learning Disabilities Research and Practice, 6, 89-98.
Musser, G. L, & Burger, W. F., & Peterson, B. E. (2005). Mathematics for elementary teachers: A contemporary approach (7th ed.). Wiley.
National Council of Teachers of Mathematics (2000). Principals and standards for school mathematics. Reston, VA: The Council.
Reys, R. E., Lindquist, M. M., Lambdin, D. V., & Smith, N. L. (2004). Helping children learn mathematics. Boston, MA: Allyn & Bacon.
Russell, S. & Friel, S. (1989). Collecting and analyzing real data in the elementary school classroom. In NCTM Yearbook: New Directions for Elementary School Mathematics. Reston, VA: The Council.
Sharma, M. (1985). Children at risk for disabilities in math: Some remedial perspectives. Exchange, 3, 1-2.
Smith, S. S. (2008). Early childhood mathematics (4th ed.). Boston: Allyn and Bacon.
Wearne, D. & Hiebert, J. (1994). Place value and addition and subtraction. Arithmetic Teacher, 1.
Whitin, P. & Whitin, D. J. (2000). Math is language too: Talking and writing in the mathematics classroom. National Council of Teachers of English.
Asklock, R. (2005). Error patterns in computation (9th ed.). New Jersey: Prentice Hall.
Borko, H., Eisenhart, M., Brown, C., Underhill, R., Jones, D. & Asgard, P. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up to easily? Journal for Research in Mathematics, 23, 1994-222.
Bove, S. (1995). Place value: A vertical perspective. Teaching Children Mathematics, 1(9), 542-546.
Cobb, P., Yackel, E., Wood, T., Wheatley, G. & Markel, G. (1989). Creating a problem solving atmosphere. Arithmetic Teacher, 39, 46-47.
Empson, S. (1995). Using sharing situations to help children learn fractions. Teaching Children Mathematics, 2.
Friedlander, A. (1997). Young children investigate number cubes. Teaching Children Mathematics, 4, 6-11.
Giganti, P. & Cittadino, M. (1990). The art of tessellation. Arithmetic Teacher, 38(3), 6-16.
Henningsen, M. & Stein, M. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematical Education, 28, 524-549.
Jensen, R. (1993). Research ideas for the classroom: Early childhood mathematics. Gale Group.
Kamii, C. & Dominicl, A. (1997). To teach or not to teach algorithms. Journal of Mathematical Behavior, 16, 51-61.
Kazemi, E. (1998). Discourse that promotes conceptual understanding. Teaching Children Mathematics, 4, 410-414.
Ladson B. G. (1993). Making mathematics meaningful in multicultural contexts. In New Directions for Equity in Mathematics Education. Cambridge University Press.
Mastropieri, M., Scruggs, T., & Shiah, S. (1991). Mathematics research for learning disabled students: A review of research. Learning Disabilities Research and Practice, 6, 89-98.
Musser, G. L, & Burger, W. F., & Peterson, B. E. (2005). Mathematics for elementary teachers: A contemporary approach (7th ed.). Wiley.
National Council of Teachers of Mathematics (2000). Principals and standards for school mathematics. Reston, VA: The Council.
Reys, R. E., Lindquist, M. M., Lambdin, D. V., & Smith, N. L. (2004). Helping children learn mathematics. Boston, MA: Allyn & Bacon.
Russell, S. & Friel, S. (1989). Collecting and analyzing real data in the elementary school classroom. In NCTM Yearbook: New Directions for Elementary School Mathematics. Reston, VA: The Council.
Sharma, M. (1985). Children at risk for disabilities in math: Some remedial perspectives. Exchange, 3, 1-2.
Smith, S. S. (2008). Early childhood mathematics (4th ed.). Boston: Allyn and Bacon.
Wearne, D. & Hiebert, J. (1994). Place value and addition and subtraction. Arithmetic Teacher, 1.
Whitin, P. & Whitin, D. J. (2000). Math is language too: Talking and writing in the mathematics classroom. National Council of Teachers of English.
EDU330
This is the blog for the courses for kindergarten teachers. In particular, as part of their BSc (Early Childhood Education), undergraduates at Wheelock College and SEED Institute, are required to read EDU330 Elementary Mathematics. The students will be blogging their reflection during the course. The course starts on 1 September 2010.
Subscribe to:
Posts (Atom)