Adding It Up: Helping Children Learn Mathematics

Questions? Call 800-624-6242

About | Ordering | New

LoginRegister

| Items in cart [0]

PAPERBACK
price:$34.95
add to cart

Rights & Permissions

Free PDF Access

Free Resources

Related Titles

Adding It Up: Helping Children Learn Mathematics (2001)
Center for Education (CFE)

Citation Manager Export the bibliographic data for this book in your chosen format
Web Search Builder Use this book's key terms to search within this book, across our collection, or across the Web.
Skim This Chapter Skim this chapter and use this chapter's key terms to search within this book.
Reference Finder Paste in your own text to find books that relate to your topic.

Citation Manager

. "1 Looking at Mathematics and Learning." Adding It Up: Helping Children Learn Mathematics. Washington, DC: The National Academies Press, 2001.

Please select a format:

Page
28


E-mail Share on facebook Facebook Share on delicious Delicious Share on stumbleupon Stumble Share on twitter Twitter More Sharing ServicesMore

The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy.

Adding + It Up: Helping Children Learn Mathematics

students achieve proficiency in domains other than number, including beginning algebra, measurement and geometry, and statistics and probability.

Chapters 9 and 10 focus on the teaching of mathematics. Chapter 9 describes what we know from research about teaching for mathematical proficiency. Chapter 10 discusses what it means to be a proficient teacher of mathematics and describes the kinds of experiences teachers need to develop this proficiency.

Finally, chapter 11 presents the committee’s recommendations for teaching practices, curricula, and teacher education, offering some suggestions for parents, educators, and others. Chapter 11 also recommends the various types of research needed if both practice and policy are to be improved.

Notes

1.	Butts, 1955, p. 454; Cubberley, 1920, pp. 17, 235; Kouba and Wearne, 2000; Thorndike, 1922.
2.	Snow, Burns, and Griffin, 1998, p. 20. The case for critical reading skill and literacy by adolescence is addressed by Moore, Bean, Birdyshaw, and Rycik, 1999.
3.	Binkley and Williams, 1996; Elley, 1992.
4.	Fuson, Smith, and Lo Cicero, 1997; Griffin, Case, and Siegler, 1994; Snow, Burns, and Griffin, 1998.
5.	One well-known program is called Reading Recovery (see Snow, Burns, and Griffin, 1998, pp. 255–258), which is designed for the lowest fifth of a first-grade class. In that program, the teacher, who has received extensive instruction in the reading process and its implications for teaching, notes an individual child’s literacy strategies and knowledge and then engages the child in a structured series of activities. Each child is tutored individually for a half hour a day for up to 20 weeks.
6.	Wagner and Stanovich, 1996.
7.	Anderson, Wilson, and Fielding, 1988.
8.	See chapter 2 for data on the level of instructional emphasis fourth- and eighth-grade teachers reported giving to number and operations.
9.	See, for example, the SCANS study (U.S. Department of Labor, Secretary’s Commission on Achieving Necessary Skills, 1991).
10.	James, 1899/1958, p. 26.
11.	James, 1899/1958, p. 23.

References

Anderson, R.C., Wilson, P.T., & Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285–303.

Binkley, M., & Williams, T. (1996). Reading literacy in the United States: Findings from the IEA Reading Literacy Study (NCES-96–258). Washington, DC: National Center for Education Statistics. Available: http://nces.ed.gov/spider/webspider/96258.shtml. [July 10, 2001].