By Anne Watson, Visit Amazon's Jenny Houssart Page, search results, Learn about Author Central, Jenny Houssart, , Caroline Roaf

This ebook seems to be at how practitioners have taken with the totally academic program mind to the matter of constructing mathematical pondering between one's students. each one bankruptcy demonstrates reflective minds at paintings, counting on shut commentary, willingness to appreciate the student's pondering methods and sufferer dedication to scholars over lengthy classes of time.

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Supporting Mathematical Thinking

This e-book appears at how practitioners have concerned with the totally academic program mind to the matter of constructing mathematical pondering between one's scholars. each one bankruptcy demonstrates reflective minds at paintings, hoping on shut commentary, willingness to appreciate the student's pondering methods and sufferer dedication to scholars over lengthy classes of time.

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Auckland, NZ: Heinemann. DECORTE, E. and VERSCHAFFEL, L. (1987) The effect of semantic structure on first-graders’ strategies for solving addition and subtraction word problems. Journal for Research in Mathematics Education, 18, 363–81. DEHAENE, S. (1997) The Number Sense. London: Macmillan. DENVIR, B. and BROWN, M. (1986) Understanding of concepts in low attaining 7–9 year olds. Part 1: Description of descriptive framework and diagnostic instrument. Educational Studies in Mathematics, 17, 15–36.

There would usually be one or two support assistants in addition to the usual teacher. I had arranged to observe one double lesson each week with the intention of finding out how students would respond to particular kinds of questioning and prompting within their normal lessons. In the event, many factors typical of school life prevented the study proceeding as planned and I became a teacher or support assistant as well as an observer and interviewer. Nevertheless, I was able to build up a substantial record of classroom incidents in which students showed that they could make shifts, either independently or with suitable prompts, which led them into forms of mathematical thought beyond the superficial features of the given task.

They are written from different perspectives – that of teacher, LSA and researcher – and involve learners in the infant, junior and secondary age range. All seek to find out about and help students who appear to have difficulty with mathematics. In Chapter 3 Ann Dowker discusses a pilot ‘numeracy recovery’ scheme for six- and seven-yearold children with numeracy difficulties. The chapter takes the view that children are rarely uniformly weak on all aspects of arithmetic, but may have difficulties with particular components.

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