Mathematics for Elementary School Teachers
By Ricardo Fierro
About your course materials
Mathematics for Elementary School Teachers is designed to give you a profound understanding of the mathematical content that you are expected to know and be able to teach. The chapters integrate the National Council of Teachers of Mathematics (NCTM) Standards and Expectations and the new Common Core State Standards, as well as research literature. The five NCTM Process Standards of problem solving, reasoning and proof, communication, connections, and representation highlight ways that teachers present content, the ways that students learn content, and various ways that students can demonstrate procedural and conceptual understanding. The worked examples and homework questions provide prospective elementary school teachers with opportunities to develop mathematical knowledge, understanding, and skills that they can apply in their own classrooms effectively. The learning path begins with the "Where Are We Going?" Chapter Openers, worked Examples with Yellow Markers that indicate the Process Standards throughout the text, to the Concept Maps, to the Section Question Sets with their "refreshers" of Process Standards, to the Chapter Organizers with Learning Outcomes and a list of the corresponding Review Questions, and finally, conclude at the Chapter Tests with their overarching Learning Outcomes.
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About this product
Mathematics for Elementary School Teachers is designed to give you a profound understanding of the mathematical content that you are expected to know and be able to teach. The chapters integrate the National Council of Teachers of Mathematics (NCTM) Standards and Expectations and the new Common Core State Standards, as well as research literature. The five NCTM Process Standards of problem solving, reasoning and proof, communication, connections, and representation highlight ways that teachers present content, the ways that students learn content, and various ways that students can demonstrate procedural and conceptual understanding. The worked examples and homework questions provide prospective elementary school teachers with opportunities to develop mathematical knowledge, understanding, and skills that they can apply in their own classrooms effectively. The learning path begins with the "Where Are We Going?" Chapter Openers, worked Examples with Yellow Markers that indicate the Process Standards throughout the text, to the Concept Maps, to the Section Question Sets with their "refreshers" of Process Standards, to the Chapter Organizers with Learning Outcomes and a list of the corresponding Review Questions, and finally, conclude at the Chapter Tests with their overarching Learning Outcomes.
The relevant NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NCTM) PRINCIPLES AND STANDARDS OF MATHEMATICS (2000) appear in the exposition. These Principles and Standards that are adopted by the NCTM represent the most significant and influential collaboration among educators to improve mathematics education at a national level. It is the gold standard used by many states to meet the No Child Left Behind Act of 2001 that requires challenging standards for grades 3-8 mathematics and annual assessment.
COMMON CORE STATE STANDARDS (CCSS) are also referenced in the text. The CCSS are "aligned with college and work expectations; build upon strengths and lessons of current state standards; and include rigorous content and application of knowledge through high-order skills." The idea behind CCSS is that "Common standards will help ensure that students are receiving a high quality education consistently, from school to school and state to state. Common standards will provide a greater opportunity to share experiences and best practices within and across states that will improve our ability to best serve the needs of students." States that voluntarily accept the Common Core standards would eliminate their own state standards.
In addition to the NCTM Content Standards, there are five NCTM PROCESS STANDARDS: Problem Solving, Reasoning and Proof, Communication, Connections, and Representation. The Process Standards are integrated by an icon throughout the text that highlights where the standard appears and specifies which standard is being used. In addition, the homework problems are categorized by the applicable Process Standard to give prospective teachers a chance to explore a particular process in more depth and improve their perception of problems that assess the process. This unique differentiation is important because the processes connect students to the teaching and learning of mathematical content.
"Where Are We Going?" CHAPTER OPENERS identify upcoming topics and help to place the material to be presented in a manageable context.
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