By Meir Ben-Hur

ISBN-10: 141660359X

ISBN-13: 9781416603597

Have you puzzled why scholars too frequently have just a rudimentary knowing of arithmetic, why even wealthy and fascinating hands-on studying doesn't constantly lead to "real" studying of latest options? the reply lies in no matter if scholars have truly realized mathematical options, instead of simply memorizing evidence and formulation. Concept-Rich arithmetic guide is predicated at the constructivist view that options are usually not easily evidence to be memorized and later recalled, yet relatively wisdom that inexperienced persons strengthen via an energetic technique of adapting to new reviews. The teacher's function is necessary during this approach. while academics recommended scholars to mirror on their stories and file and resolution questions verbally, scholars needs to reconsider or even revise their recommendations of fact. Meir Ben-Hur deals specialist assistance on all facets of Concept-Rich arithmetic guideline, including*Identifying the middle ideas of the maths curriculum. *Planning tutorial sequences that construct upon recommendations that scholars already understand.*Designing studying stories that impress considerate discussions approximately new techniques and get ready scholars to use those ideas on their own.*Identifying scholar mistakes, really these brought on by preconceptions, as vital assets of data and as key tutorial tools.*Conducting lecture room dialogues which are wealthy in replacement representations.*Using quite a few formative overview the right way to exhibit the nation of scholars’ studying. *Incorporating problem-solving actions that impress cognitive dissonance and improve scholars' cognitive competence. Concept-Rich arithmetic guide is grounded within the trust that every one scholars can discover ways to imagine mathematically and clear up not easy difficulties. in case you are trying to find a robust solution to enhance scholars' functionality in arithmetic and flow toward enjoyable the NCTM criteria, glance no additional: this procedure presents the development blocks for developing a firstclass arithmetic software.

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Instruction that aims at altering misconceptions must be based on teachers’ understanding of the underlying cognitive structures. qxd 5/11/06 7:31 AM Page 43 Misconceptions | 43 Nisbett, Fong, Lehman, & Cheng, 1987). Uninformed teachers tend to explain misconceptions as a result of laziness, carelessness, or incapability and do not adjust instruction to meet the real learning needs. Their classrooms feature a mismatch of perceptions. Misconceptions reflect the sense that students make of what they learn, and mathematical concepts reflect the sense that teachers make of what they want to teach.

We can draw a [unique] line segment between any two points. 2. Any line segment can be continued indefinitely. 3. A circle can be described with any center and radius. 4. Any two right angles are congruent. 5. (Playfair’s form) Given a line m and a point P not on m, there exists a unique line n through P that does not intersect m. qxd 5/11/06 7:31 AM Page 52 52 | Concept-Rich Mathematics Instruction The Case of Probability and Statistics Most students come to school with faulty naive intuitions— misconceptions—about probability and statistics that are reinforced by social stereotypes and idiosyncratic observations.

Ms. Appleton told her students that they could use the resources in the classroom, the library, or any of four Internet sites she had identified. Ms. Appleton divided her class into groups of three. qxd 5/11/06 7:31 AM Page 39 Concept-Rich Instruction | 39 members. Ms. Appleton met with each group periodically to monitor their progress and assess their understanding. At the end of two weeks Ms. Appleton’s students presented projects that included fencing, carpeting, painting, and stadium capacity.

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Concept-Rich Mathematics Instruction by Meir Ben-Hur


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