ERIC Number: ED404185
Record Type: RIE
Publication Date: 1996-Feb
Essential Learnings of Mathematics: What Students Should Know and Be Able To Do. Grades 3-6.
Banks, Janet Caudill
This book is divided into eight sections. Section One, "A New Look at Mathematics: Rationale and Strategies for Reforming Mathematics", includes: An Overview of Mathematics Reform; Management for Computation Skills; Math Strategies for Individualized or Small Group Instruction; Math Strands Planning Activity; and Performance Assessment. Section Two, "The Elements of Problem Solving: Essential Learning Components for All Strands", includes: Problem Solving Throughout the Strands; Mathematical Problem Solving; Mathematical Reasoning; Mathematical Communication; Mathematical Connections; and Teaching the Skills of Problem Solving. Section Three, "The Strands of Mathematics: Essential Learnings, Objectives, Concepts, and Procedures", covers: Numbers and Operations Strand; Functions, Patterns, and Relationships Strand; Geometry Strand; Measurement Strand; and Statistics and Probability Strand. Section Four contains activities for developing concepts and procedures in the different strands, while Section Five, "Vocabulary of the Strands", contains definitions and concepts to be developed in the various strands. Section Six contains math problems and situations for individual and group experiences and an answer key. Section Seven contains math explorations and investigations for problem solving and performance assessment. Section Eight contains math games for partners or cooperative groups. (JRH)
Descriptors: Cooperative Learning, Educational Change, Educational Games, Educational Strategies, Elementary Secondary Education, Geometry, Investigations, Mathematical Concepts, Mathematics Education, Measurement, Number Concepts, Problem Solving, Thinking Skills
Creative Activities and Teaching Strategies Publications, 8633 233rd Place S.W., Edmonds, WA 98026-8646.
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Authoring Institution: N/A