Overview
- Editors:
-
-
Carolyn A. Maher
-
Rutgers University, USA
-
Dina Yankelewitz
-
Pearson Education, USA
- The book contains video narratives for each chapter, available as open source, that showcase student mathematical thinking.
- In this book the editors present a detailed analysis of young students’ sophisticated mathematical reasoning.
- The book offers strands of tasks that can be implemented in classrooms to promote the development of reasoning and building fraction understanding.
Access this book
Other ways to access
Table of contents (19 chapters)
-
-
- Carolyn A. Maher, Dina Yankelewitz
Pages 1-11
-
-
- Dina Yankelewitz, Esther Winter
Pages 21-27
-
- Dina Yankelewitz, Miriam Gerstein
Pages 29-33
-
- Esther Winter, Dina Yankelewitz
Pages 35-41
-
-
- Cheryl K. Van Ness, Alice S. Alston
Pages 49-64
-
- Alice S. Alston, Cheryl K. Van Ness
Pages 65-81
-
- Cheryl K. Van Ness, Alice S. Alston
Pages 83-94
-
- Miriam Gerstein, Dina Yankelewitz
Pages 95-100
-
- Suzanne Reynolds, Elizabeth B. Uptegrove
Pages 101-113
-
- Dina Yankelewitz, Esther Winter
Pages 115-121
-
-
- Dina Yankelewitz, Baila Salb
Pages 135-147
-
-
-
- Kenneth Horwitz, Suzanna Schmeelk
Pages 183-192
-
-
- Carolyn A. Maher, Alice S. Alston, Dina Yankelewitz
Pages 201-206
About this book
This book may be used for research, graduate and undergraduate teacher education, and teacher development. It presents an integrated set of studies of a heterogeneously grouped class of twenty-one nine-year olds, engaged in exploring fraction ideas prior to classroom instruction under conditions that supported investigation, collaboration and argumentation. It demonstrates with text and video narrative how young children can reason about mathematics in surprisingly sophisticated ways when provided the opportunity to do so in the proper classroom environment. In this volume, fourth grade students’ reasoning about fraction concepts is described through careful analysis and accompanying video excerpts showcasing the variety and originality of their thinking. These children will serve as an inspiration for educators to encourage the development of reasoning and argumentation in their students as part of a mathematics curriculum designed to produce critical thinkers.
Editors and Affiliations
-
Rutgers University, USA
Carolyn A. Maher
-
Pearson Education, USA
Dina Yankelewitz