ERIC Number: ED351205
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Second-Grade Book. Curriculum and Evaluation Standards for School Mathematics Addenda Series, Grades K-6.
Burton, Grace; And Others
The 1989 document, "Curriculum and Evaluation Standards for School Mathematics," provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. This book, one in a series designed to interpret and illustrate how the vision could be translated into classroom practice, begins with a preface describing the rationale for transforming the mathematics classroom into a sense-making experience with new roles for both student and teacher. The book presents second-grade activities that have been infused with an investigative flavor, exploring both traditional and new topics in four areas: (1) patterns in mathematics; (2) number sense; (3) data interpretation; and (4) geometry and spatial sense. Each activity is separated into three sections that help the teacher prepare, conduct, and follow up on the activity. Margin notes provide additional information on the activities and on such topics as student self-confidence, evaluation, and grouping. (MDH)
Descriptors: Concept Formation, Curriculum Enrichment, Data Collection, Discovery Learning, Discovery Processes, Elementary School Mathematics, Enrichment Activities, Geometry, Grade 2, Instructional Improvement, Learning Activities, Manipulative Materials, Mathematical Concepts, Mathematical Enrichment, Mathematical Models, Mathematics Education, Mathematics Instruction, Number Concepts, Pattern Recognition, Patterns in Mathematics, Primary Education, Probability, Problem Solving, Spatial Ability, Symmetry, Teaching Methods
National Council of Teachers of Mathematics, Inc., 1906 Association Drive, Reston, VA 22091-1593 ($9.50).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: National Council of Teachers of Mathematics, Inc., Reston, VA.