Description
Taking into account family differences, language barriers, and the presence of special needs students in many classrooms throughout the U.S., this textbook situates best practices for mathematics instruction within the larger frameworks of federal and state standards as well as contemporary understandings of child development.
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Minetola, Ziegenfuss, and Chrisman (teacher education and early childhood education, Shippensburg U.) show teachers math instruction practices for young children in prekindergarten through primary grades. In the first chapter, they argue for practices that are based on children's development, the importance of the home/school connection, and the need for a classroom that is inclusive of diverse students, and discuss understanding children with special needs, gifted children, and English language learners and implications for teaching math to these groups, as well as learning styles, integrating the curriculum, using children's literature, vocabulary development, and using learning centers. Subsequent chapters address curricula, standards, and assessment, then teaching numbers and operations; patterns, functions, and algebraic thinking; geometry; measurement; and data analysis and probability. They discuss standards and outcomes for different levels, sample activities, adaptations, home/school connection ideas, curriculum integration, content vocabulary, and literature connections. Annotation ©2013 Book News, Inc., Portland, OR (booknews.com)
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