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The problem with math is English : a language-focused approach to helping all students develop a deeper understanding of mathematics /
"Teaching K-12 math becomes an easier task when everyone understands the language, symbolism, and representation of math conceptsPublished in partnership with SEDL, The Problem with Math Is English illustrates how students often understand fundamental mathematical concepts at a superficial leve...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
San Francisco :
Jossey-Bass,
2012.
|
| Colección: | Jossey-Bass teacher.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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|---|---|---|---|
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| 003 | OCoLC | ||
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| 100 | 1 | |a Molina, Concepcion, |d 1952- |1 https://id.oclc.org/worldcat/entity/E39PCjKkM7M9mv3Y3gtdmgJyHP | |
| 245 | 1 | 4 | |a The problem with math is English : |b a language-focused approach to helping all students develop a deeper understanding of mathematics / |c Concepcion Molina. |
| 260 | |a San Francisco : |b Jossey-Bass, |c 2012. | ||
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 490 | 1 | |a Jossey-Bass teacher | |
| 520 | |a "Teaching K-12 math becomes an easier task when everyone understands the language, symbolism, and representation of math conceptsPublished in partnership with SEDL, The Problem with Math Is English illustrates how students often understand fundamental mathematical concepts at a superficial level. Written to inspire?aha? moments, this book enables teachers to help students identify and comprehend the nuances and true meaning of math concepts by exploring them through the lenses of language and symbolism, delving into such essential topics as multiplication, division, fractions, place value, proportional reasoning, graphs, slope, order of operations, and the distributive property. Offers a new way to approach teaching math content in a way that will improve how all students, and especially English language learners, understand math Emphasizes major attributes of conceptual understanding in mathematics, including simple yet deep definitions of key terms, connections among key topics, and insightful interpretation This important new book fills a gap in math education by illustrating how a deeper knowledge of math concepts can be developed in all students through a focus on language and symbolism"-- |c Provided by publisher. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 500 | |a Machine generated contents note: About the Author About This Book Introduction Julian's Story Rationale and Purpose Who Benefits from This Book? Chapter 1: The Problem with Math Is English (And a Few Other Things) Why Language and Symbolism? What We Are Teaching Turning the Tide: A Sampling of Approaches Mathematics Is About Relationships Connecting the Pieces and Looking Ahead Chapter 2: Why a Language Focus in Mathematics? The Convergence of Mathematics and English: More Than Just Vocabulary Problems Based on the English Language A Number of Problems with Number Chapter 3: Language and Symbolism in Traditional Instruction Shortcomings of Traditional Instruction More Language and Symbolism Issues: Adding Fuel to the FireTell Me Again Why the Language Focus in Math? Chapter 4: So What Does Conceptual Understanding Look Like?It Starts with Definitions Making Connections in Math: Beyond Connecting Dots The Interpretation and Translation of Math Conclusion Chapter 5: The Order of Operations: A Convention or a Symptom of What Ails Us? The Roots of the Rules The Natural Order: A Mathematical Perspective Conclusion: A Conceptual Understanding of the Order of Operations Chapter 6: Using Multiplication as a Critical Knowledge Base Understanding Key Definitions and Connections & Interpreting Multiplication Using the Power of the Distributive Property Feeling Neglected: The Units in Multiplication Conclusion: Small Details, Huge Impact Chapter 7: Fractions: The "F Word" in Mathematics Defining Fractions: Like Herding Cats The Fraction Kingdom Interpreting Fractions Conclusion Chapter 8: Operations with Fractions Adding and Subtracting Fractions Multiplying Fractions Dividing Fractions Summary Chapter 9: Unlocking the Power of Symbolism and Visual Representation Symbolism Visual Representation The Power of Interpretation: Three Perspectives of Trapezoids Summary Chapter 10: Language-Focused Conceptual Instruction Language Focus: Beyond the Definitions The Secrets to Solving Word Problems Suggested Instructional Strategies Summary Chapter 11: Mathematics: It's All About Relationships!Language and Symbolism: Vehicles for Relationship Recognition Relationships and Fractions Proportional ReasoningRelationships: Important Considerations Relationships: Making Powerful Connections Summary Chapter 12: The Perfect Non-Storm: Understanding the Problem and Changing the System A Systemic Issue Math Makeover Summary Bibliography. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher. | |
| 505 | 0 | 0 | |g Machine generated contents note: |g One. |t Problem with Math Is English (and a Few Other Things) -- |t Why Language and Symbolism? -- |t What We Are Teaching -- |t Turning the tide: A Sampling of Approaches -- |t Mathematics Is About Relationships -- |t Connecting the Pieces and Looking Ahead -- |g Two. |t Why a Language Focus in Mathematics? -- |t Convergence of Mathematics and English: More Than Just Vocabulary -- |t Problems Based on the English Language -- |t Number of Problems with Number -- |g Three. |t Language and Symbolism in Traditional Instruction -- |t Shortcomings of Traditional Instruction -- |t More Language and Symbolism Issues: Adding Fuel to the Fire -- |t Tell Me Again Why the Language Focus in Math? -- |g Four. |t So What Does Conceptual Understanding Look Like? -- |t It Starts with Definitions -- |t Making Connections in Math: Beyond Connecting Dots -- |t Interpretation and Translation Of Math -- |t Conclusion -- |g Five. |t Order of Operations: A Convention or a Symptom of What Ails Us? -- |t Roots of the Rules -- |t Natural Order: A Mathematical Perspective -- |t Conclusion: A Conceptual Understanding of the Order of Operations -- |g Six. |t Using Multiplication as a Critical Knowledge Base -- |t Understanding Key Definitions and Connections -- |t Interpreting Multiplication -- |t Using The Power of the Distributive Property -- |t Feeling Neglected: The Units in Multiplication -- |t Conclusion: Small Details, Huge Impact -- |g Seven. |t Fractions: The "F Word" in Mathematics -- |t Defining Fractions: Like Herding Cats -- |t Fraction Kingdom -- |t Interpreting Fractions -- |t Conclusion -- |g Eight. |t Operations with Fractions -- |t Adding and Subtracting Fractions -- |t Multiplying Fractions -- |t Dividing Fractions -- |t Conclusion -- |g Nine. |t Unlocking the Power of Symbolism and Visual Representation -- |t Symbolism -- |t Visual Representation -- |t Power of Interpretation: Three Perspectives of Trapezoids -- |t Conclusion -- |g Ten. |t Language-Focused Conceptual Instruction -- |t Language Focus: Beyond the Definitions -- |t Secrets to Solving Word Problems -- |t Suggested Instructional Strategies -- |t Conclusion -- |g Eleven. |t Mathematics: It's All About Relationships! -- |t Language and Symbolism: Vehicles for Relationship Recognition -- |t Relationships and Fractions -- |t Proportional Reasoning -- |t Relationships: Important Considerations -- |t Relationships: Making Powerful Connections -- |t Conclusion -- |g Twelve. |t Perfect Non-Storm: Understanding the Problem and Changing the System -- |t Systemic Issue -- |t Math Makeover. |
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| 650 | 0 | |a Mathematics |x Study and teaching. | |
| 650 | 0 | |a English language |x Study and teaching. | |
| 650 | 0 | |a Language arts |x Correlation with content subjects. | |
| 650 | 6 | |a Mathématiques |x Étude et enseignement. | |
| 650 | 6 | |a Anglais (Langue) |x Étude et enseignement. | |
| 650 | 6 | |a Arts du langage |x Relation avec les matières d'enseignement. | |
| 650 | 7 | |a EDUCATION |x Teaching Methods & Materials |x Mathematics. |2 bisacsh | |
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| 650 | 7 | |a Language arts |x Correlation with content subjects |2 fast | |
| 650 | 7 | |a Mathematics |x Study and teaching |2 fast | |
| 655 | 7 | |a dissertations. |2 aat | |
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| 655 | 7 | |a Academic theses. |2 lcgft | |
| 655 | 7 | |a Thèses et écrits académiques. |2 rvmgf | |
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