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Cognition Based Assessment And Teaching Of Multiplication And Division
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Book Synopsis Cognition-based Assessment and Teaching of Multiplication and Division by : Michael T. Battista
Download or read book Cognition-based Assessment and Teaching of Multiplication and Division written by Michael T. Battista and published by Heinemann Educational Books. This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed to work with any curriculum, Cognition-Based Assessment and Teaching will enable you to better understand and respond to your students' learning needs and help you choose instructional activities that are best for them. Michael Battista offers a learning-progressions model for maximizing each student's progress&— helping students who are behind catch up, preventing future failures from occurring, and helping students who are ready move quickly ahead. Cognition-Based Assessment and Teaching will help you will all three tiers in RTI. Battista's approach emphasizes three key components that support students' mathematical sense making and proficiency: determining students' levels of sophistication in reasoning; assessing and monitoring the development of students' understanding of core ideas; and, differentiating instruction to meet individual students' learning needs. Using a research-based framework that describes the development of students' thinking and learning in terms of levels of sophistication, a “cognitive terrain” that includes ascents and plateaus, Battista shows how teachers can build on their students' reasoning with instruction that keeps them moving ever upwards.--Publisher.
Book Synopsis Cognition-Based Assessment and Teaching Complete Six Volume Set by : Michael Battista
Download or read book Cognition-Based Assessment and Teaching Complete Six Volume Set written by Michael Battista and published by . This book was released on 2012-10-31 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ""For many students, traditional instruction is so distant from their needs that each day they make little or no learning progress and fall farther and farther behind curriculum demands. In contrast, Cognition-Based Assessment offers a framework to support teaching that enables ALL students to understand, make personal sense of, and become proficient with mathematics." ""-"Michael Battista Designed to work with any curriculum, Cognition-Based Assessment and Teaching will enable you to better understand and respond to your students' learning needs and help you choose instructional activities that are best for them. Michael Battista offers a powerful, learning-progressions model for maximizing each student's progress- helping students who are behind catch up, preventing future failures from occurring, and helping students who are ready move quickly ahead. Cognition-Based Assessment and Teaching will help you will all three tiers in RTI. Battista's approach emphasizes three key components that support students' mathematical sense making and proficiency: Determining students' levels of sophistication in reasoning Assessing and monitoring the development of students' understanding of core ideas Differentiating instruction to meet individual students' learning needs Using a research-based framework that describes the development of students' thinking and learning in terms of levels of sophistication, a "cognitive terrain" that includes ascents and plateaus, Battista shows how teachers can build on their students' reasoning with instruction that keeps them moving ever upwards. Also Available: Addition and Subtraction Multiplication and Division Place Value
Book Synopsis Cognition-based Assessment & Teaching of Fractions by : Michael T. Battista
Download or read book Cognition-based Assessment & Teaching of Fractions written by Michael T. Battista and published by Heinemann Educational Books. This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed to work with any curriculum, Cognition-Based Assessment and Teaching will enable you to better understand and respond to your students' learning needs and help you choose instructional activities that are best for them. Michael Battista offers a learning-progressions model for maximizing each student's progress&— helping students who are behind catch up, preventing future failures from occurring, and helping students who are ready move quickly ahead. Cognition-Based Assessment and Teaching will help you will all three tiers in RTI. Battista's approach emphasizes three key components that support students' mathematical sense making and proficiency: Determining students' levels of sophistication in reasoning Assessing and monitoring the development of students' understanding of core ideas Differentiating instruction to meet individual students' learning needs Using a research-based framework that describes the development of students' thinking and learning in terms of levels of sophistication, a “cognitive terrain” that includes ascents and plateaus, Battista shows how teachers can build on their students' reasoning with instruction that keeps them moving ever upwards.--Publisher.
Book Synopsis Cognition-based Assessment and Teaching of Place Value by : Michael Battista
Download or read book Cognition-based Assessment and Teaching of Place Value written by Michael Battista and published by Heinemann Educational Books. This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed to work with any curriculum, this title will enable teachers to better understand and respond to their students' learning needs and help readers choose instructional activities that are best for them.
Book Synopsis Strengths-Based Teaching and Learning in Mathematics by : Beth McCord Kobett
Download or read book Strengths-Based Teaching and Learning in Mathematics written by Beth McCord Kobett and published by Corwin Press. This book was released on 2020-02-27 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book is a game changer! Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K- 6 goes beyond simply providing information by sharing a pathway for changing practice. . . Focusing on our students’ strengths should be routine and can be lost in the day-to-day teaching demands. A teacher using these approaches can change the trajectory of students’ lives forever. All teachers need this resource! Connie S. Schrock Emporia State University National Council of Supervisors of Mathematics President, 2017-2019 NEW COVID RESOURCES ADDED: A Parent’s Toolkit to Strengths-Based Learning in Math is now available on the book’s companion website to support families engaged in math learning at home. This toolkit provides a variety of home-based activities and games for families to engage in together. Your game plan for unlocking mathematics by focusing on students’ strengths. We often evaluate student thinking and their work from a deficit point of view, particularly in mathematics, where many teachers have been taught that their role is to diagnose and eradicate students’ misconceptions. But what if instead of focusing on what students don’t know or haven’t mastered, we identify their mathematical strengths and build next instructional steps on students’ points of power? Beth McCord Kobett and Karen S. Karp answer this question and others by highlighting five key teaching turnarounds for improving students’ mathematics learning: identify teaching strengths, discover and leverage students’ strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community and at home. Each chapter provides opportunities to stop and consider current practice, reflect, and transfer practice while also sharing · Downloadable resources, activities, and tools · Examples of student work within Grades K–6 · Real teachers’ notes and reflections for discussion It’s time to turn around our approach to mathematics instruction, end deficit thinking, and nurture each student’s mathematical strengths by emphasizing what makes them each unique and powerful.
Book Synopsis Classroom-based Assessment by : Gerald Tindal
Download or read book Classroom-based Assessment written by Gerald Tindal and published by Prentice Hall. This book was released on 1990 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Community Disability Services by : Ian James Dempsey
Download or read book Community Disability Services written by Ian James Dempsey and published by Purdue University Press. This book was released on 2006 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first Austalasian text on community disability services to provide a ready source of evidence based practice and service management guidelines. It seeks to provide an integration of principles, policy and practice in disability service provision in the 21st century.
Book Synopsis Elementary Teachers' Understanding and Use of Cognition Based Assessment Learning Progression Materials for Multiplication and Division by : Ryan Matthew Harrison
Download or read book Elementary Teachers' Understanding and Use of Cognition Based Assessment Learning Progression Materials for Multiplication and Division written by Ryan Matthew Harrison and published by . This book was released on 2012 with total page 355 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Teachers' knowledge of mathematical content and children's mathematical thinking have been identified as critical elements related to teachers' ability to effectively teach mathematics (Fennema & Franke, 1992; Kazemi & Franke, 2001; Ma, 1999; Peterson, Carpenter, & Fennema, 1989). Literature on teachers' knowledge suggests that teachers need not only to hold a deep understanding of the mathematics they teach, but also have detailed knowledge of the common correct and incorrect mathematical conceptions their children and research-based knowledge of the progression of the development of children's mathematical ideas. Research-based learning trajectories and learning progressions of children's mathematical development represent a potentially valuable resource for teachers to help make sense of children's thinking, and research on teachers' use and understand of such materials is much needed. This study investigated teachers' understanding and use of the Cognition Based Assessment (CBA) learning progression materials for multiplication and division concepts. The data sources included structured clinical interviews based around teachers' use of the CBA materials in analyzing written student work episodes, determining learning goals based on student work, and proposing instructional plans to help students progress in their mathematical understanding. Additionally, three case studies of teachers using the CBA materials in live one-on-one teaching and assessment situations are investigated. Analysis of teachers' use and understanding of the CBA materials consisted of grounded theorizing and retrospective analysis, involving iterations of hypothesis/conjecture formation based on data, hypothesis/conjecture testing, and hypothesis/conjecture revision. The study had several key findings. First, as complexity of either the CBA level, or a student's mathematical reasoning within the CBA framework increased, so did the inconsistency and variation in teachers' interpretations of the student thinking. This finding led to the conceptualization of teachers' consistent, partially consistent, and inconsistent use of CBA materials. A second important finding was that CBA language and research-based descriptions of children's thinking were occasionally quite challenging for teachers to interpret or understand. The terminology and conceptual ideas embedded in the CBA multiplication and division framework occasionally involved mathematical or technical descriptions that led to inconsistent teacher conceptualizations and misinterpretations of the CBA framework. A third important finding was that CBA consistent conceptualizations of student thinking within the CBA framework were frequently related to learning goals and instructional plans that were more informed by children's thinking. This relates to similar findings by the research related to Cognitively Guided Instruction (CGI) (Fennema et al., 1996; Franke, Carpenter, Levi, & Fennema, 200; Kazemi & Franke, 2001; Peterson, Carpenter, & Fennema, 1989). Overall, the data demonstrated that the CBA multiplication and division learning progression materials could become a powerful framework for teachers to analyze their own instruction and assessment of children's mathematical thinking.
Book Synopsis Interpreting Consumer Choice by : Gordon Foxall
Download or read book Interpreting Consumer Choice written by Gordon Foxall and published by Routledge. This book was released on 2009-09-10 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interpretive consumer research usually proceeds with a minimum of structure and preconceptions. This book presents a more structured approach than is usual, showing how a simple framework that embodies the rewards and costs associated with consumer choice can be used to interpret a wide range of consumer behaviours from everyday purchasing and saving, innovative choice, imitation, ‘green’ consumer behavior, to compulsive behaviors such as addictions (to shopping, to gambling, to alcohol and other drugs, etc). Foxall takes a qualitative approach to interpreting behavior, focusing on the epistemological problems that arise in such research and emphasizing the emotional as well as cognitive aspects of consumption. The author argues that consumer behaviour can be understood with the aid of a very simple model that proposes how the consequences of consumption impact consumers’ subsequent choices. The objective is to show that a basic model can be used to interpret consumer behaviour in general, not in isolation from the marketing influences that shape it, but as a course of human choice that is dynamically linked with managerial concerns.
Book Synopsis Mass Media Effects Research by : Raymond W. Preiss
Download or read book Mass Media Effects Research written by Raymond W. Preiss and published by Psychology Press. This book was released on 2007 with total page 538 pages. Available in PDF, EPUB and Kindle. Book excerpt: Publisher description
Book Synopsis Helping Children Learn Mathematics by : National Research Council
Download or read book Helping Children Learn Mathematics written by National Research Council and published by National Academies Press. This book was released on 2002-07-31 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Book Synopsis Math Fact Fluency by : Jennifer Bay-Williams
Download or read book Math Fact Fluency written by Jennifer Bay-Williams and published by ASCD. This book was released on 2019-01-14 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: This approach to teaching basic math facts, grounded in years of research, will transform students' learning of basic facts and help them become more confident, adept, and successful at math. Mastering the basic facts for addition, subtraction, multiplication, and division is an essential goal for all students. Most educators also agree that success at higher levels of math hinges on this fundamental skill. But what's the best way to get there? Are flash cards, drills, and timed tests the answer? If so, then why do students go into the upper elementary grades (and beyond) still counting on their fingers or experiencing math anxiety? What does research say about teaching basic math facts so they will stick? In Math Fact Fluency, experts Jennifer Bay-Williams and Gina Kling provide the answers to these questions—and so much more. This book offers everything a teacher needs to teach, assess, and communicate with parents about basic math fact instruction, including The five fundamentals of fact fluency, which provide a research-based framework for effective instruction in the basic facts. Strategies students can use to find facts that are not yet committed to memory. More than 40 easy-to-make, easy-to-use games that provide engaging fact practice. More than 20 assessment tools that provide useful data on fact fluency and mastery. Suggestions and strategies for collaborating with families to help their children master the basic math facts. Math Fact Fluency is an indispensable guide for any educator who needs to teach basic math facts.
Book Synopsis Methods in Analytical Psychology by : Hans Dieckmann
Download or read book Methods in Analytical Psychology written by Hans Dieckmann and published by . This book was released on 1991 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed for both the beginner and the experienced clinician, this book serves as a reference for the basic methodological problems encountered in the practice of Jungian psychology. It covers areas such as initial interviews, scheduling of sessions and fees, methods of working with various age groups, and dream interpretation. Contents: The Problem of Method and Technique in Analytical Psychology The Initial Interview Frequency of Sessions Couch versus Chair Fee and Methods of Payment Tne Analytic Ritual Methods of Working with Various Age Groups On the Methodology of Dream Interpretation The Method of Association and Amplification Analytic Distance Transference and Countertransference Problems of Interpretation in the Analytic Process Active Imagination Psychological Types in the Methodology of Analysis
Book Synopsis Multiplication and Division Facts for the Whole-To-Part Visual Learner by : Christopher Woodin
Download or read book Multiplication and Division Facts for the Whole-To-Part Visual Learner written by Christopher Woodin and published by . This book was released on 2013 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Cognition, Metacognition, and Culture in STEM Education by : Yehudit Judy Dori
Download or read book Cognition, Metacognition, and Culture in STEM Education written by Yehudit Judy Dori and published by Springer. This book was released on 2017-12-01 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
Book Synopsis Strategies for Teaching Whole Number Computation by : David B. Spangler
Download or read book Strategies for Teaching Whole Number Computation written by David B. Spangler and published by Corwin Press. This book was released on 2010-06-02 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through error analysis and targeted instruction, you can uncover students' misconceptions in addition, subtraction, multiplication, and division and help students understand and correct their own mistakes!
Book Synopsis A Focus on Multiplication and Division by : Elizabeth T. Hulbert
Download or read book A Focus on Multiplication and Division written by Elizabeth T. Hulbert and published by Taylor & Francis. This book was released on 2017-06-26 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Focus on Multiplication and Division is a groundbreaking effort to make mathematics education research readily accessible and understandable to pre- and in-service K–6 mathematics educators. Revealing students’ thought processes with extensive annotated samples of student work and vignettes characteristic of teachers’ experiences, this book is sure to equip educators with the knowledge and tools needed to modify their lessons and to improve student learning of multiplication and division. Special Features: Looking Back Questions at the end of each chapter allow teachers to analyze student thinking and to consider instructional strategies for their own students. Instructional Links help teachers relate concepts from each chapter to their own instructional materials and programs. Big Ideas frame the chapters and provide a platform for meaningful exploration of the teaching of multiplication and division. Answer Key posted online offers extensive explanations of in-chapter questions. Each chapter includes sections on the Common Core State Standards for Mathematics and integrates the Ongoing Assessment Project (OGAP) Multiplicative Reasoning Progression for formative assessment purposes. Centered on the question of how students develop their understanding of mathematical concepts, this innovative book places math teachers in the mode of ongoing action researchers.
