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Creating a Language-Rich Math Class: Strategies and Activities for Building Conceptual Understanding

Creating a Language-Rich Math Class: Strategies and Activities for Building Conceptual Understanding

          
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About the Book

What meanings do your students have for key mathematics concepts? What meanings do you wish them to have? Creating a Language-Rich Math Class offers practical approaches for developing conceptual understandings by connecting concrete, pictorial, verbal, and symbolic representations. The focus is on making mathematics memorable instead of on memorizing. You’ll learn strategies for introducing students to math language that gives meaning to the terms and symbols they use everyday; for building flexibility and precision in students’ use of math language; and for structuring activities to make them more language-rich. Book Features: Detailed directions for sample games and activities for immediate classroom use; Investigations to Try and Questions for Reflection to assist in implementing these ideas into your practice; Graphic organizer for helping students first understand, solve, and defend their solutions to word problems; Blackline masters of game cards and puzzles (also available at http://www.routledge.com/books/details/9781138916296/)

Table of Contents:
eResources About the Author Acknowledgments Introduction: Language? It’s Mathematics! Chapter 1: What Are They Really Thinking? Determining the Meaning Kids Have for Terms Chapter 2: Investigating Symbolic Decoding vs. Conceptual Language Chapter 3: Understanding the Meaning of the Operations Division Partitive Division (Partitioning) Quotitive Division (Quotitioning) Multiplication Equal Grouping Model Array Model Area Model Scaling Subtraction Removal Comparison Difference as Distance Addition Joining Part-Part-Total Chapter 4: Tips for Creating a Language-Rich Math Class Consider Sitting Down Are you sure? How did you get your answer? Don’t Be the Answer Key Ask a question to help them change their mind Think, Pair, Share—Tell me what your partner said Have students use four representations (Concrete, Pictorial, Verbal, Symbolic) whenever possible Conceptual Language versus Symbolic Decoding Building and Using Language Chapter 5: Purposefully Choose and Use Materials Subitizing Ten Frame Domino Match Increasing the Cognitive Demand of the Experience Combinations for Ten Using materials to build conceptual understandings Chapter 6: Changing the Order for Introducing Mathematical Language: Experience then Name Experience First—A Look at Symmetry Area Investigations Chapter 7: Structuring Activities to Make Language-Rich Tangram Communication Activity Memory or Concentration Type Activities Chapter 8: Building Precision and Flexibility in Using Mathematical Language Chapter 9: Making Sense of Word Problems: Developing Independent Problem Solvers Beware of Key Words Building Independent Problem Solvers Problem Solving Graphic Organizer The Word Problem Solving Process Sample Problem 1—Introducing the Process Debriefing Problems—Sample Problem 2 Sample Problem 3—Don’t let your past interfere with the students’ problem solving Conclusion: Giving students the Gift of Time Blackline Masters Ten Frame Dominos Sample Concentration Game Cards Tangram Piece Master Sample Tangram Puzzles Sample "I Have…Who Has?" Cards Word Problem Graphic Organizer Sample Word Problems  


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Product Details
  • ISBN-13: 9781138916289
  • Publisher: Taylor & Francis Ltd
  • Publisher Imprint: Routledge
  • Depth: 13
  • Language: English
  • No of Pages: 135
  • Series Title: Eye on Education Books
  • Sub Title: Strategies and Activities for Building Conceptual Understanding
  • Width: 174 mm
  • ISBN-10: 1138916285
  • Publisher Date: 05 Oct 2015
  • Binding: Hardback
  • Height: 246 mm
  • No of Pages: 119
  • Returnable: N
  • Spine Width: 0 mm
  • Weight: 431 gr


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Creating a Language-Rich Math Class: Strategies and Activities for Building Conceptual Understanding
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Creating a Language-Rich Math Class: Strategies and Activities for Building Conceptual Understanding
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