Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity

Committee on Early Childhood Mathematics, National Research Council

National Academies Press | 2009 | 398 páginas

on-line: nap.edu

Early childhood mathematics is vitally important for young children's present and future educational success. Research has demonstrated that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success.
Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.

The Language of Functions and Graphs: An Examination Module for Secondary Schools

Malcolm Swan

Shell Centre & Joint Matriculation Board | 1982 | 240 páginas | PDF | 17,321 Mb


primas-project.eu

The Language of Functions and Graphs is now regarded as a classic book on the teaching and assessment of graph interpretation skills.

It focuses on developing fluency in using various mathematical representations to describe and analyse the real world, and on the teaching tactics needed to handle pupil discussion in groups and with the whole class. Unit A of the classroom materials tackles the interpretation and sketching of scatter graphs and line graphs - an area where most pupils need help if they are to go beyond the plotting and reading of points to the global meaning of the graph; this material is accessible to a wide range of abilities. Unit B develops modeling skills - the search for patterns in a realistic situation and their expression in verbal, graphical and algebraic forms: this unit is more challenging. Each Unit takes about two weeks of mathematics time in the 13-16 age range. In addition there is a collection of further problems, as well as the assessment tasks with marking schemes for GCSE.

"By addressing the query of 'how do you assess open ended problem solving', the Shell team generated a classic resource, from which has grown the substantial literature of alternative assessment of today." - AAMT

"The materials are very well produced with attractive worksheets and an abundance of materials from which to select." - Mathematical Gazett