Everyday Mathematics Teacher's Refernce Manual Pdf
journal article
Journal for Research in Mathematics Education
Published By: National Council of Teachers of Mathematics
https://doi.org/10.2307/749608
https://www. jstor .org/stable/749608
In this article we present and describe a pedagogical framework that supports children's development of conceptual understanding of mathematics. The framework for Advancing Children's Thinking (ACT) was synthesized from an in-depth analysis of observed and reported data from 1 skillful 1st-grade teacher using the Everyday Mathematics (EM) curriculum. The ACT framework comprises 3 components: Eliciting Children's Solution Methods, Supporting Children's Conceptual Understanding, and Extending Children's Mathematical Thinking. The framework guided a cross-teacher analysis over 5 additional EM 1st-grade teachers. This comparison indicated that teachers often supported children's mathematical thinking but less often elicited or extended children's thinking. The ACT framework can contribute to educational research, teacher education, and the design of mathematics curricula.
An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college.
The National Council of Teachers of Mathematics is a public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring mathematics learning of the highest quality for all students. With nearly 90,000 members and 250 Affiliates, NCTM is the world's largest organization dedicated to improving mathematics education in grades prekindergarten through grade 12. The Council's "Principles and Standards for School Mathematics" are guidelines for excellence in mathematics education and issue a call for all students to engage in more challenging mathematics. NCTM is dedicated to ongoing dialogue and constructive discussion with all stakeholders about what is best for our nation's students.
Everyday Mathematics Teacher's Refernce Manual Pdf
Source: https://www.jstor.org/stable/749608
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