linps - Teaching Mathematics for Elementary Teachers...

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Teaching Mathematics for Elementary Teachers through Problem Solving Martha VanCleave MathFest 2000 UCLA August 5, 2000
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Topics sets whole numbers; their operations properties and computations (mental, written and electronic) number theory rational numbers as fractions integers rational numbers real numbers, functions, graphing, and using algebra.
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Goals And Objectives To review the principles of elementary mathematics To present enriching topics which strengthen an individual's mathematical background To increase the student's interest and confidence in confronting mathematical situations. To develop positive attitudes about mathematics To instill an appreciation for the art and beauty of mathematics To promote active student involvement in the learning of mathematics To encourage individual responsibility for learning
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Current Text Bennett, Jr., A. B., & Nelson, L. T. (1998). Mathematics for Elementary Teachers:A Conceptual Approach , 4th Edition. Boston, MA. The McGraw- Hill Companies, Inc.
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Problem Solving Activities Scoring the problem solving of peers using Oregon’s Mathematics Problem Solving Official Scoring Guide “Menus of Problems” taken from Mathematics Teaching in the Middle Grades Group problem solving
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Oregon’s Problem Solving Official Scoring Guide
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1999 - 2000 Mathematics Problem Solving Official Scoring Guide 1999 - 2000 Conceptual Understanding Interpreting the concepts of the task and translating them into mathematics W HAT ? Choosing strategies that can work, and then carrying out the strategies chosen HO W ? Verification Field Test 1999-00* In addition to solving the task, evidence of a second look at the concepts/strategies/calculations to defend a solution DEFEND! *Although the scores in verification wil not be used for decisions about students, they wil inform the field test. Communication Using pictures, symbols, and/or vocabulary to convey the path to the identified solution T HE CO NNECT I NG PAT H ! 6 The translation of the task is enhanced through connections and/or extensions to other mathematical ideas Elegant, complex and/or enhanced mathematical processes / strategies are completed The review is clearly identifiable, related to the task, and enhanced, possibly by using a different perspective as the defense The connecting path is enhanced (e.g., graphics, examples) allowing the reader to move easily and make connections from one thought to another 5 The translation of the task into mathematical concepts is thoroughly developed Pictures, models, diagrams, and/or symbols used to solve the task are thoroughly developed
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linps - Teaching Mathematics for Elementary Teachers...

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