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| dr karen c fuson: Math Expressions Karen C. Fuson, 2013 |
| dr karen c fuson: Math Expressions Karen C. Fuson, 2009 Math Expressions is a comprehensive standards-based K-5 mathematics curriculum that offers new ways to teach and learn mathematics. Combining the most powerful elements of reform mathematics with the best of traditional approaches, Math Expressions uses objects, drawings, conceptual language, and real-world situations to help students build mathematical ideas that make sense to them. - Publisher. |
| dr karen c fuson: MATH EXPRESSIONS Houghton Mifflin Harcourt, 2013-04-11 This research-based K-6 program is built to provide instruction on the Common Core Standards, and includes special emphasis on the Mathematical Practices and Learning Progressions at every grade level. Based on the NSF-funded Children's Math Worlds project and over 10 years of research, Math Expressions is proven to be effective in raising student achievement. Hands-on and inquiry driven, Math Expressions Common Core teaches students how to represent solutions and explain their answers. This approach helps develop problem-solving and reasoning skills. The strong emphasis in Math Expressions on representation and discussion opens up the world of mathematics to all learners. Every lesson includes intervention, on-level, and challenge differentiation to support classroom needs.--Publisher. |
| dr karen c fuson: Mathematics Matters in Education Yeping Li, W. James Lewis, James J. Madden, 2017-10-03 This book is inspired by Roger E. Howe's contributions to the international communities of mathematics and mathematics education. Renowned for his research contributions in the fields of representation theory, automorphic forms, harmonic analysis, and invariant theory, Dr. Howe has also fundamentally deepened our understanding of the mathematics taught in the early school grades and has challenged and stimulated mathematicians and mathematics educators to work together to examine this part of the mathematical universe more critically and in imaginative new ways. This volume will help summarize and highlight Howe's contributions to several topic areas in mathematics education, demonstrating the possibility and importance of engaging mathematicians in high-impact research in mathematics education, and showcasing the importance of cross-disciplinary collaboration and exchange. |
| dr karen c fuson: The Number Sense Stanislas Dehaene, 2011-04-29 Our understanding of how the human brain performs mathematical calculations is far from complete. In The Number Sense, Stanislas Dehaene offers readers an enlightening exploration of the mathematical mind. Using research showing that human infants have a rudimentary number sense, Dehaene suggests that this sense is as basic as our perception of color, and that it is wired into the brain. But how then did we leap from this basic number ability to trigonometry, calculus, and beyond? Dehaene shows that it was the invention of symbolic systems of numerals that started us on the climb to higher mathematics. Tracing the history of numbers, we learn that in early times, people indicated numbers by pointing to part of their bodies, and how Roman numerals were replaced by modern numbers. On the way, we also discover many fascinating facts: for example, because Chinese names for numbers are short, Chinese people can remember up to nine or ten digits at a time, while English-speaking people can only remember seven. A fascinating look at the crossroads where numbers and neurons intersect, The Number Sense offers an intriguing tour of how the structure of the brain shapes our mathematical abilities, and how math can open up a window on the human mind-- Provided by publisher. |
| dr karen c fuson: Two and Two Make Zero H.S. Yaseen, 2010-12-20 Two and Two Make Zero seeks to decrypt childrens acquisition of numerical concepts by considering this subject from a variety of perspectives, namely, numbers mathematical and conceptual properties, methods of number application in the physical world, the mental processes involved in number perception and cognition, the function, logic, and history of number symbolization, number origin, and childrens cognitive development. Researched and written from a teachers viewpoint, this work aims ultimately to improve elementary mathematics instruction by creating a better understanding of these irreducibly simple, but often misunderstood, concepts. |
| dr karen c fuson: Making Sense James Hiebert, 1997 This book presents several key principles for teaching mathematics for understanding that you can use to reflect on your own teaching, make more informed decisions, and develop more effective systems of instruction. |
| dr karen c fuson: Mathematics Learning in Early Childhood National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Early Childhood Mathematics, 2009-12-13 Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates 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. |
| dr karen c fuson: Mathematics Education in the Digital Age Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Jana Trgalová, Hans-Georg Weigand, 2021-05-24 The wide availability of digital educational resources for mathematics teaching and learning is indisputable, with some notable genres of technologies having evolved, such as graphing calculators, dynamic graphing, dynamic geometry and data visualization tools. But what does this mean for teachers of mathematics, and how do their roles evolve within this digital landscape? This essential book offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment. Mathematics Education in the Digital Age details the impacts this digital age has, and will continue to have, on the parallel aspects of learning and teaching mathematics within formal education systems and settings. Written by a group of international authors, the chapters address the following themes: Mathematics teacher education and professional development Mathematics curriculum development and task design The assessment of mathematics Theoretical perspectives and methodologies/approaches for researching mathematics education in the digital age This book highlights not only the complex nature of the field, but also the advancements in theoretical and practical knowledge that is enabling the mathematics education community to continue to learn in this increasingly digital age. It is an essential read for all mathematics teacher educators and master teachers. |
| dr karen c fuson: Education for Life and Work National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Board on Testing and Assessment, Committee on Defining Deeper Learning and 21st Century Skills, 2013-01-18 Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as 21st century skills. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums. |
| dr karen c fuson: How Students Learn National Research Council, Division of Behavioral and Social Sciences and Education, Committee on How People Learn, A Targeted Report for Teachers, 2004-12-23 How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education. |
| dr karen c fuson: Handbook of Research on Mathematics Teaching and Learning Douglas Grouws, 2006-11-01 Sponsored by the National Council of Teachers of Mathematics and written by leading experts in the field of mathematics education, the Handbook is specifically designed to make important, vital scholarship accessible to mathematics education professors, graduate students, educational researchers, staff development directors, curriculum supervisors, and teachers. The Handbook provides a framework for understanding the evolution of the mathematics education research field against the backdrop of well-established conceptual, historical, theoretical, and methodological perspectives. It is an indispensable working tool for everyone interested in pursuing research in mathematics education as the references for each of the Handbook's twenty-nine chapters are complete resources for both current and past work in that particular area. |
| dr karen c fuson: How People Learn National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice, 2000-09-11 First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. |
| dr karen c fuson: Balancing the Common Core Curriculum in Middle School Education James H. Bunn, 2017-01-09 This book examines the idea of ‘good education’ which is thought to include a scientific and technical component, a mathematical component, a writing component, and an ethical and aesthetic component. Bunn proposes a new three-way intersection in these teachings: the basic sciences and mechanics of levering on a seesaw, the basic formulations of patterning an algebraic equation, and the basic rules for writing a sentence in English. In all three forms of inquiry, balance is the mainstay through which problems in US middle school education are brought together and analyzed. |
| dr karen c fuson: How Students Learn National Research Council, Division of Behavioral and Social Sciences and Education, Committee on How People Learn: A Targeted Report for Teachers, 2005-01-28 How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities. |
| dr karen c fuson: Teaching for Thinking Grace Kelemanik, Amy Lucenta, 2022-01-24 Teaching our children to think and reason mathematically is a challenge, not because students can't learn to think mathematically, but because we must change our own often deeply-rooted teaching habits. This is where instructional routines come in. Their predictable design and repeatable nature support both teachers and students to develop new habits. In Teaching for Thinking, Grace Kelemanik and Amy Lucenta pick up where their first book, Routines for Reasoning, left off. They draw on their years of experience in the classroom and as instructional coaches to examine how educators can make use of routines to make three fundamental shifts in teaching practice: Focus on thinking: Shift attention away from students' answers and toward their thinking and reasoning Step out of the middle: Shift the balance from teacher-student interactions toward student-student interactions Support productive struggle: Help students do the hard thinking work that leads to real learning With three complete new routines, support for designing your own routine, and ideas for using routines in your professional learning as well as in your classroom teaching, Teaching for Thinking will help you build new teaching habits that will support all your students to become and see themselves as capable mathematicians. |
| dr karen c fuson: Beyond Constructivism Richard A. Lesh, Helen M. Doerr, 2003-05-01 This book has two primary goals. On the level of theory development, the book clarifies the nature of an emerging models and modeling perspective about teaching, learning, and problem solving in mathematics and science education. On the level of emphasizing practical problems, it clarifies the nature of some of the most important elementary-but-powerful mathematical or scientific understandings and abilities that Americans are likely to need as foundations for success in the present and future technology-based information age. Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching features an innovative Web site housing online appendices for each chapter, designed to supplement the print chapters with digital resources that include example problems, relevant research tools and video clips, as well as transcripts and other samples of students' work: http://tcct.soe.purdue.edu/booksULandULjournals/modelsULandUL modeling/ This is an essential volume for graduate-level courses in mathematics and science education, cognition and learning, and critical and creative thinking, as well as a valuable resource for researchers and practitioners in these areas. |
| dr karen c fuson: Houghton Mifflin Harcourt Math Expressions , 2010-05-10 This set of grade 3 math resources covers place value and multi-digit addition and subtraction; lines, line segments, and quadrilaterals; addition and subtraction word problems; figures, angles, and triangles; use of addition and subtraction; patterns; multiplication and division with 0-5, 9, and 10; multiplication and division with 6, 7, and 8 and problem solving; time; exploring fractions, decimals, probability, and division with remainders; three-dimensional figures; measurement; directions and locations. |
| dr karen c fuson: Children’s Counting and Concepts of Number Karen C. Fuson, 2012-12-06 For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholary books to be devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the advances type, carrying the subtitle Progress in Cognitive Development Research. Volumes in the Progress sequence are strongly thematic, in that each is limited to some well-defined domain of cognitive developmental research (e. g. , logical and mathematical development, semantic development). All Progress volumes are edited collections. Editors of such books, upon consultation with the Series Editor, may elect to have their works published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors will be published as separate volumes within the series. is being used in the selec A fairly broad definition of cognitive development tion of books for this series. |
| dr karen c fuson: Source Book of Projects National Science Foundation (U.S.). Division of Science Education Development and Research, 1980 |
| dr karen c fuson: Math Expressions, Grade 5 Houghton Mifflin Harcourt, 2012-05 This research-based K-6 program is built to provide instruction on the Common Core Standards, and includes special emphasis on the Mathematical Practices and Learning Progressions at every grade level. Based on the NSF-funded Children's Math Worlds project and over 10 years of research, Math Expressions is proven to be effective in raising student achievement. Hands-on and inquiry driven, Math Expressions Common Core teaches students how to represent solutions and explain their answers. This approach helps develop problem-solving and reasoning skills. The strong emphasis in Math Expressions on representation and discussion opens up the world of mathematics to all learners. Every lesson includes intervention, on-level, and challenge differentiation to support classroom needs.--Publisher. |
| dr karen c fuson: Math Expressions , 2006 |
| dr karen c fuson: Handbook of Mathematical Cognition Jamie I. D. Campbell, 2005 First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company. |
| dr karen c fuson: Math Expressions Houghton Mifflin Company, 2005-12 |
| dr karen c fuson: A Guide to Teaching Mathematics in the Primary Grades Arthur J. Baroody, 1989 Grade level: 1, 2, 3, k, p, e, t. |
| dr karen c fuson: Resources in Education , 1999-10 |
| dr karen c fuson: Educational Technology, Teacher Knowledge, and Classroom Impact Robert N. Ronau, Christopher R. Rakes, Margaret Niess, 2012 This book provides a framework for evaluating and conducting educational technology research, sharing research on educational technology in education content areas, and proposing structures to guide, link, and build new structures with future research--Provided by publisher. |
| dr karen c fuson: Numbers, Language, and the Human Mind Heike Wiese, 2003-12-11 What constitutes our number concept? What makes it possible for us to employ numbers the way we do; which mental faculties contribute to our grasp of numbers? What do we share with other species, and what is specific to humans? How does our language faculty come into the picture? This 2003 book addresses these questions and discusses the relationship between numerical thinking and the human language faculty, providing psychological, linguistic and philosophical perspectives on number, its evolution and its development in children. Heike Wiese argues that language as a human faculty plays a crucial role in the emergence of systematic numerical thinking. She characterises number sequences as powerful and highly flexible mental tools that are unique to humans and shows that it is language that enables us to go beyond the perception of numerosity and to develop such mental tools. |
| dr karen c fuson: Diversity Dimensions in Mathematics and Language Learning Annemarie Fritz, Erkan Gürsoy, Moritz Herzog, 2021 Extensive research is available on language acquisition and the acquisition of mathematical skills in early childhood. But more recently, research has turned to the question of the influence of specific language aspects on acquisition of mathematical skills. This anthology combines current findings and theories from various disciplines such as (neuro-)psychology, linguistics, didactics and anthropology. |
| dr karen c fuson: A Research Companion to Principles and Standards for School Mathematics Jeremy Kilpatrick, Wayne Gary Martin, W. Gary Martin, Deborah Schifter, National Council of Teachers of Mathematics, 2003 This useful companion to Principles and Standards is for anyone seeking to explore the underpinnings of that document in the scholarly literature. It synthesises a sizeable portion of the professional literature to lend valuable insight into current thinking about school mathematics and presents a comprehensive analysis of what research should be expected to do in setting standards for school mathematics. |
| dr karen c fuson: The Monument , 2020-03-07 |
| dr karen c fuson: A Descriptive Analysis of Japanese Grade 1 Students Learning to Add Numbers by Making Tens Aki Murata, 2002 Fieldnotes, videotapes, interview notes, and classroom artifacts were the data sources of the study. Student interview data were analyzed for different methods and levels of quantitative understanding using a modified Fuson and Kwon (1992) coding scheme. |
| dr karen c fuson: California Math Expressions Karen C. Fuson, 2015 |
| dr karen c fuson: Standards for Preparing Teachers of Mathematics Association of Mathematics Teacher Educators, 2020-01-16 The Standards for Preparing Teachers of Mathematics (SPTM) outlines a national vision for preparing Pre-K–12 math teachers. It includes standards for teacher candidates and preparation programs, emphasizing continuous improvement, assessment practices, and partnerships. The vision is research-based and aspirational. |
| dr karen c fuson: Go Math! , 2012 |
| dr karen c fuson: The Development of Self-regulation Through Private Speech Gail Zivin, 1979 |
| dr karen c fuson: Math Expressions: Student activity book, vol. 1 , 2006 |
| dr karen c fuson: Escalate English 2017, Grade 4 , 2016 |
| dr karen c fuson: Transporatation and Logistics Jack C. Fuson, |
| dr karen c fuson: The Arithmetic Teacher , 1988 |
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