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Teaching Numeracy: 9 Critical Habits to Ignite Mathematical Thinking.

By: Pearse, Margie.
Contributor(s): Walton, K. M.
Publisher: London : Sage, 2011Description: xvi, 222p ; illus. ; pbk.ISBN: 9781412992237.Subject(s): Mathematical ability | Numeracy-Study and teachingDDC classification: 510.71
Contents:
Foreword by Arthur Hyde; Preface; Acknowledgments; About the Authors; Introduction: Numeracy: What Is It, and Why Is It Important?; Part I. The 9 Critical Habits to Ignite Numerate Thinking; Habit 1. Monitor and Repair Understanding; Habit 2. Develop Schema and Activate Background Knowledge; Habit 3. Identify Similarities and Differences, Recognize Patterns, Organize and Categorize Ideas, Investigate Analogies and Metaphors; Habit 4. Represent Mathematics Nonlinguistically; Habit 5. Predict, Infer, Recognize Trends, Use Patterns, and Generate and Test Hypotheses; Habit 6. Question for Understanding; Habit 7. Summarize, Determine Importance, Synthesize: Using Note Taking and Journaling; Habit 8. Develop Vocabulary; Habit 9. Collaborate to Learn; Part II. The 5 Essential Components of a Numeracy-Based Mathematics Lesson; Component 1. Purpose and Focus; Component 2. Ignition; Component 3. Bridge to the Learning; Component 4. Gradual Release in Mathematics; Component 5. Debrief: Tying It All Together; Conclusion: Our Debrief; Appendix A. Sample Numeracy-Based Lesson Plans; Sample Lesson 1: Introduction to Division (Grades 2-3); Sample Lesson 2: Elapsed Time (Grades 5-6); Sample Lesson 3: Surface Area of a Right Rectangular Prism (Grades 7-8); Appendix B. Anticipation Guide: The 2010 Census; Appendix C. Clock Reproducible for Clock Partners; References and Further Reading; Index.
Summary: "Numeracy encompasses deep thinking, meaning making, and sense building; students do not simply do the math, they are taught how to think through the math. Unfortunately, neither numeracy instruction nor numerate thinking are commonly encountered in American mathematics classrooms. We are used to having our students do a problem, and then do more and more of the same type of problem over and over until the is memorized. Students are not encouraged or shown how to think through the math and make sense of it. This book lays a clear and well researched path for any teacher of mathematics to either enhance already strong instruction or revamp lackluster instruction. This book will empower teachers and show them how to fill their mathematics instruction with numeracy".
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Holdings
Item type Current library Call number Status Date due Barcode Item holds
Standard Loan Standard Loan ATU St Angela's McKeown Library Main Lending Collection 510.71 PEA (Browse shelf(Opens below)) Available T39757
Total holds: 0

Includes bibliographical references and index.

Foreword by Arthur Hyde; Preface; Acknowledgments; About the Authors; Introduction: Numeracy: What Is It, and Why Is It Important?; Part I. The 9 Critical Habits to Ignite Numerate Thinking; Habit 1. Monitor and Repair Understanding; Habit 2. Develop Schema and Activate Background Knowledge; Habit 3. Identify Similarities and Differences, Recognize Patterns, Organize and Categorize Ideas, Investigate Analogies and Metaphors; Habit 4. Represent Mathematics Nonlinguistically; Habit 5. Predict, Infer, Recognize Trends, Use Patterns, and Generate and Test Hypotheses; Habit 6. Question for Understanding; Habit 7. Summarize, Determine Importance, Synthesize: Using Note Taking and Journaling; Habit 8. Develop Vocabulary; Habit 9. Collaborate to Learn; Part II. The 5 Essential Components of a Numeracy-Based Mathematics Lesson; Component 1. Purpose and Focus; Component 2. Ignition; Component 3. Bridge to the Learning; Component 4. Gradual Release in Mathematics; Component 5. Debrief: Tying It All Together; Conclusion: Our Debrief; Appendix A. Sample Numeracy-Based Lesson Plans; Sample Lesson 1: Introduction to Division (Grades 2-3); Sample Lesson 2: Elapsed Time (Grades 5-6); Sample Lesson 3: Surface Area of a Right Rectangular Prism (Grades 7-8); Appendix B. Anticipation Guide: The 2010 Census; Appendix C. Clock Reproducible for Clock Partners; References and Further Reading; Index.

"Numeracy encompasses deep thinking, meaning making, and sense building; students do not simply do the math, they are taught how to think through the math. Unfortunately, neither numeracy instruction nor numerate thinking are commonly encountered in American mathematics classrooms. We are used to having our students do a problem, and then do more and more of the same type of problem over and over until the is memorized. Students are not encouraged or shown how to think through the math and make sense of it. This book lays a clear and well researched path for any teacher of mathematics to either enhance already strong instruction or revamp lackluster instruction. This book will empower teachers and show them how to fill their mathematics instruction with numeracy".

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