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Supporting mathematical thinking

Author: Jenny Houssart; Caroline Roaf; Anne Watson
Publisher: London : David Fulton, 2005.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:

This book looks at how practitioners have focused on the fully educational application of intellect to the problem of developing mathematical thinking among one's pupils.

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Genre/Form: Electronic books
Additional Physical Format: Print version:
Supporting mathematical thinking.
London : David Fulton, 2005
(OCoLC)57485516
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Jenny Houssart; Caroline Roaf; Anne Watson
ISBN: 1417582294 9781417582297 9791843123629
OCLC Number: 58811667
Description: 1 online resource (160 pages)
Contents: Preface; Introduction; Is there a substitute for experience in learning?; Low attaining students can think mathematically; Numeracy recovery: a pilot scheme for early intervention with young children with numeracy difficulties; What do children see? A study of children's representations of numbers and operations; Difficulties in extending counting; John's access to Pythagoras' theorem: inclusion and entitlement in action; Count me out: task refusal in primary mathematics; Working through complexity: an experience of developing mathematical thinking through the use of Logo with low attaining pupils; A study of progression in written calculation strategies for division; Using graphics calculators with low attaining pupils; Generalising arithmetic: an alternative to algebra (or things to do with a plastic bag); Watching, listening and acting: a case study of learning support assistants in primary mathematics lessons; Responsive questioning in a mixed-ability group; Inclusion and entitlement: equality of opportunity and quality of curriculum provision.
Responsibility: edited by Anne Watson, Jenny Houssart and Caroline Roaf.

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"Supporting Mathematical Thinking has been written to celebrate the enormous amount of work taking place in mainstream classrooms to promote inclusive approaches by mathematics specialists. I enjoyed Read more...

 
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