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ebook download (eBook PDF) Teaching Mathematics: Foundations to Middle Years all chapter
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THIRD EDITION
TEACHING
MATHEMATICS
FOUNDATIONS TO MIDDLE YEARS
Index 787
LIST OF FIGURES
1.1 Nick’s ‘doing division’ 12
1.2 Nick’s response to a division word problem 13
1.3 A socio-cultural view of students’ mathematics learning 18
2.1 Linking symbolic and iconic modes 40
2.2 Work samples by Year 1 and 2 students 46
2.3 An unsuccessful attempt at solving 3 ÷ 0.5 using flawed instrumental
understanding 49
2.4 A successful attempt at solving 3 ÷ 0.5 illustrating relational understanding 50
3.1 Children playing independently 62
3.2 Children playing socially with teacher 62
3.3 Different types of play in the early childhood setting 64
3.4 Acknowledging the child’s culture, context and family 65
3.5 Goompi model 66
3.6 Relationship between culture and context, pattern and structure and
mathematics 71
3.7 An example of a repeating pattern 72
3.8 Student errors identifying repeating parts in patterns 75
3.9 Repeating pattern showing repeats 75
3.10 Children sort and classify shapes 76
3.11 Sorting and classifying length 76
3.12 Matched less than five (easier task) 77
3.13 Unmatched sets more than five items (harder task) 78
3.14 Counting and matching number names (one-to-one correspondence) 78
3.15 Uncovered and covered sets to quantify difference 79
3.16 Direct and indirect comparisons 80
3.17 Three stages of ordering 80
3.18 Equality and inequality 82
3.19 Symmetric property (changing the order of the objects, who is 1st and 2nd) 83
3.20 More and less than 84
3.21 Changing the order of the objects, which is 1st and which is 2nd 84
3.22 Mapping 3D shapes from the real world to mathematical drawings 87
3.23 Perspectives of 3D objects 88
4.1 Building mathematical understanding and fluency through language and
representations in mathematics 97
4.2 Students’ different ways of describing rectangles 102
4.3 Folding back to deepen understanding 103
4.4 Daisy chain pattern 109
4.5 Finding 63 on the three types of number lines 112
4.6 Table of values—handshake problem 115
11.20 Using the balance strategy for equations where the solution is
a negative integer and a positive fraction 323
11.21 The different ways three students solved 3n + 4 = n + 20 325
11.22 Solving the equation using the balance strategy 325
11.23 Problems with an unknown 326
11.24 Problems with an unknown, where the unknown has a specific value 326
11.25 Student example of the misconception ‘symbols cannot be the same value’ 327
11.26 Student misconception of ‘symbols are abbreviations’ 328
11.27 Student misconception ‘symbols are related to the alphabet’ 328
11.28 Unnumbered representation of the commutative law using length 330
11.29 Unnumbered representation of the commutative law using capacity 330
11.30 Visual representations of variables 331
11.31 Distributive law using area for multiplication 333
11.32 Expanding algebraic expressions using the distributive law 334
11.33 Area representation of equivalent expressions—expansion of (x + 1)(x + 2) 334
11.34 Expansion of (3x + 2)(2x + 3) 335
12.1 Greek system of numeration 345
12.2 Early Chinese numeration system 346
12.3 Later Chinese numeration system 346
12.4 Babylonian numeration system 347
12.5 Mayan numeration system 347
12.6 Subitising card sets 357
12.7 Establishing meaning for the number names and symbols to 10 358
12.8 Number cards 359
12.9 Coordinating the count 363
12.10 Representations to support a sense of numbers beyond 10 364
13.1 Richard’s solution 372
13.2 Developing a sense of numbers beyond 10 376
13.3 ‘Seeing’ the value of place value 377
13.4 Example of a Ten-Frame Filler Game 379
13.5 Make and count tens 380
13.6 Establishing meaning for two-digit numbers 381
13.7 Introducing number lines 382
13.8 Bead strings and bead-frames to 100 383
13.9 Partial and open number lines 383
13.10 A number slide and rope for the numbers 0–100 385
13.11 Solving addition and subtraction problems using open number lines 386
13.12 Masked 0–99 number chart 388
13.13 Empty number charts 389
13.14 Establishing meaning for three-digit numbers 390
13.15 Babushka Doll 393
13.16 An example of a quipu 394
13.17 Number expanders 396
LIST OF TABLES
1.1 Structure of the Australian Curriculum: Mathematics 14
2.1 Piagetian stages of cognitive development 38
3.1 Examples of a concept from each strand of mathematics 70
3.2 Four stages for repeating patterns 72
4.1 Different types of questions 106
4.2 Representations used in mathematics 110
6.1 Multiple purposes of assessment 159
6.2 Proportional NAPLAN achievement of ‘Suburbia’, by state,
and national, by band 163
6.3 An example of an annotated checklist 178
6.4 Multiple forms and timing of reporting 180
6.5 Rating student achievement 180
7.1 Relationships between beliefs 188
7.2 Response categories for the number line task
(Adapted from Watson et al., 2012) 194
7.3 Types of questions 199
7.4 Shulman’s (1987) seven knowledge types 201
7.5 Example of three-column planning 204
7.6 Features of unit of work based on curriculum 206
8.1 Examples of words used in mathematics 223
8.2 Strategies for assisting boys and girls to learn mathematics 226
10.1 Summary of a professional learning Number Talk 275
11.1 Properties of the number system 330
11.2 Common expressions 332
12.1 Examples of additive numeration systems 344
13.1 Language and recording for the numbers 20–99 382
13.2 Language and recording for the numbers 11–19 384
13.3 Language and recording for four-digit numbers 395
13.4 Place-value chart for five-digit numbers and beyond 398
13.5 Decimal misconceptions 409
13.6 The structure of the base 10 system of numeration 410
14.1 Addition contexts 420
14.2 Subtraction contexts 422
14.3 Materials, language and recording to support two-digit subtraction 441
14.4 Materials, language and recording to support four-digit subtraction 441
14.5 Adding and subtracting tenths 443
15.1 Language and recording for one-digit by multi-digit multiplication 486
15.2 Language and recording for two-digit multiplication 487
LIST OF ACTIVITIES
1.1 Images of mathematics in use 10
1.2 Draw a picture to show when you are learning maths well 19
1.3 Student interests survey 25
1.4 Open-ended questions 28
2.1 Drawings of maths time 37
2.2 Developing understanding 48
2.3 Think boards 51
3.1 Making pattern strips 73
3.2 Same pattern, different materials 75
3.3 Sorting and classifying shape: ramp and roll 77
3.4 Using graphing to compare, order, organise, record and
communicate ideas 81
3.5 Hefting using ‘Hands Activity’ 83
3.6 Transitivity 85
3.7 Position and location with robots (Beebots/Cubetto) 86
3.8 Stamping out the faces 88
3.9 Feely bag—visualisation 89
4.1 Investigating half and quarter turns 100
4.2 Prove it: Solve the problem and justify your answer 109
4.3 Creating number lines 113
4.4 8’s relationship to its facts and the base 10 system 117
4.5 Abstracting our understanding of 8 to all numbers ending in 8 118
5.1 Keeping track of strategies 142
5.2 Finding factors 143
6.1 Maximum impact 156
6.2 The best maths student 158
6.3 Student voice on NAPLAN 162
6.4 Adventure Camp 173
6.5 Write your own report 175
7.1 Two-dimensional shapes 191
7.2 Fractions as numbers 193
7.3 Helping older learners fill in ‘gaps’ in their understanding 194
7.4 Analysing textbook tasks 196
7.5 Decimal comparison test 201
7.6 Messages about maths 202
8.1 Stem-and-leaf plots 217
8.2 Hunting for Stars 228
8.3 Index notation 233
9.1 Numeracy in daily life 244
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