{"id":11566,"date":"2022-06-29T03:18:15","date_gmt":"2022-06-29T03:18:15","guid":{"rendered":"https:\/\/www.booksofall.com\/tw\/?post_type=product&p=11566"},"modified":"2022-06-29T03:18:50","modified_gmt":"2022-06-29T03:18:50","slug":"mathematics-for-elementary-teachers","status":"publish","type":"product","link":"https:\/\/www.booksofall.com\/tw\/mathematics-for-elementary-teachers\/","title":{"rendered":"Mathematics for Elementary Teachers"},"content":{"rendered":"

The Common Core State Standards for Mathematics<\/a>\u00a0identify eight \u201cMathematical Practices\u201d \u2014 the kinds of expertise that all teachers should try to foster in their students, but they go far beyond any particular piece of mathematics content. They describe what mathematics is really about, and why it is so valuable for students to master. The very first Mathematical Practice is:<\/p>\n

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary.<\/em><\/p>\n

Problem or Exercise?<\/h4>\n

The main activity of mathematics is solving problems. However, what most people experience in most mathematics classrooms is practice exercises. An exercise is different from a problem.<\/p>\n

In a problem, you probably don\u2019t know at first how to approach solving it. You don\u2019t know what mathematical ideas might be used in the solution. Part of solving a problem is understanding what is being asked, and knowing what a solution should look like. Problems often involve false starts, making mistakes, and lots of scratch paper!<\/p>\n

In an exercise, you are often practicing a skill. You may have seen a teacher demonstrate a technique, or you may have read a worked example in the book. You then practice on very similar assignments, with the goal of mastering that skill.<\/p>\n

Note: What is a problem for some people may be an exercise for other people who have more background knowledge! For a young student just learning addition, this might be a problem:<\/p>\n

Both problems and exercises are important in mathematics learning. But we should never forget that the ultimate goal is to develop more and better skills (through exercises) so that we can solve harder and more interesting problems.<\/p>\n

Learning math is a bit like learning to play a sport. You can practice a lot of skills:<\/p>\n

    \n
  • hitting hundreds of forehands in tennis so that you can place them in a particular spot in the court,<\/li>\n
  • breaking down strokes into the component pieces in swimming so that each part of the stroke is more efficient,<\/li>\n
  • keeping control of the ball while making quick turns in soccer,<\/li>\n
  • shooting free throws in basketball,<\/li>\n
  • catching high fly balls in baseball,<\/li>\n
  • and so on.<\/li>\n<\/ul>\n

    But the point of the sport is to play the game. You practice the skills so that you are better at playing the game. In mathematics, solving problems is playing the game!<\/p>\n","protected":false},"excerpt":{"rendered":"