Steven G. Krantz's How to teach mathematics PDF

By Steven G. Krantz

ISBN-10: 0821813986

ISBN-13: 9780821813980

This improved variation of the unique bestseller, tips on how to educate arithmetic, bargains hands-on information for instructing arithmetic within the sleek school room atmosphere. Twelve appendices were further which are written via specialists who've a variety of evaluations and viewpoints at the significant instructing concerns. Eschewing generalities, the award-winning writer and instructor, Steven Krantz, addresses concerns comparable to coaching, presentation, self-discipline, and grading. He additionally emphasizes specifics--from the best way to care for scholars who beg for additional issues on an examination to studying blackboard strategy to tips to use purposes successfully. No different modern ebook addresses the rules of fine instructing in the sort of complete and cogent demeanour. The large charm of this article makes it obtainable to parts except arithmetic. the rules offered can follow to various disciplines--from song to English to company. full of life and funny, but severe and brilliant, this quantity deals readers incisive info and functional functions.

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How would we express this reduced side length? 3 as they do for 20 ÷ 4 • Do all interpretations work for 3 ÷ 4 and _ 4 20 ? and _ 4 Investigate these questions with your students! 2 For an in-depth analysis of multiplication metaphors for grades 3–5, see Planting the Seeds of Algebra, 3–5: Explorations for the Upper Elementary Grades (Neagoy, 2014, pp. 111–148). ” Through the repeated actions of partitioning a whole into b equal parts, students realize on their own that the larger the b value, the smaller the equal parts 1 .

This “shrinking” effect of division is developed in the middle grades through the study of similar figures. indd 34 2/10/17 2:56 AM a \\ 35 Convey the Many Meanings of _ b to denote the shrinking or stretching effect. In this example, from large to small, the scale factor for the shrinking or reduction of the picture’s length 1 = 5. If we moved in the opposite direction, from small 1 , because 20 × _ is _ 4 4 to large, the stretching or expansion scale factor is 4, because 5 × 4 = 20. Connecting division and quotients to fractions.

Consider the mathematical expression 20 ÷ 4. What situations might it model? “We want to share 20 apples equally among 4 students. indd 31 2/10/17 2:56 AM 32 // Unpacking Fractions because we partition the 20 apples into 4 equal or fair shares, modeled by 20 ÷ 4. Partitioning or sharing is the action associated with this mental 20 is image of division; the result of the division action or the quotient _ 4 the equal share of 5. 3. 3 Modeling 20 4 4 as Partitive Division ? ? 1 2 3 4 Now suppose we needed to pack all 20 apples in bags of 4 apples each.

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How to teach mathematics by Steven G. Krantz

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