Programa de Formação Contínua de Professores do 1.º e 2.º ciclos do Ensino Básico (PFCM-ESE/IPS) Rotating Header Image

Outras Histórias e mais recursos

 

Pequeno Livro de Desmatemática

O pequeno livro de desmatemática
Manuel António Pina
Assírio e Alvim
Figuras Figuronas
Maria Alberta Menéres
ASA
capafiguras
Exploring Mathematics Through Literature: Articles and Lessons for Prekindergarten Through Grade 8
Exploring Mathematics through Literature: Articles and Lessons for Prekindergarten through Grade 8

…………….. 

 

Early Numeracy
This best-selling text has been fully updated to include developments and refinements brought about by widespread international application of the assessment tools in the acclaimed Mathematics Recovery Program. This revised version of Early Numeracy: Assessment for Teaching and Intervention helps teachers identify children’s difficulties and misconceptions, and become more skilled and confident in planning programs for intervention and monitoring children’s progress. This new edition includes:
Integrated frameworks of tasks for assessing children’s knowledge and strategies
Four separate and revised diagnostic assessment interviews
Assessments for addition and subtraction strategies, base ten arithmetical strategies, early grouping strategies, and advanced grouping strategies

Teaching Number in the Classroom 4-8 years old translates years of research into a very understandable and comprehensive approach for teaching children how the number system is structured and how to think like a mathematician.’Carol MelandK-3rd grade Principal for the School District of MiltonWisconsin, USA
‘This book is an absolute must have for all educators involved in early number. Based on sound theoretical foundations, it offers a wealth of down-to-earth, tried and tested, effective approaches to teaching early number concepts and skills.’
Noreen O’LoughlinAssociate Vice-President/Lecturer in Maths EducationMary Immaculate College, University of Limerick, Ireland
Following the success of Early Numeracy and Teaching Number, the authors now bring the principles and practice of their acclaimed Mathematics Recovery Programme to whole-class teaching.Central to the book is the concept of an inquiry-based approach to classroom instruction. Topics covered range from beginning number and early counting strategies to multi-digit addition and subtraction right through to multiplication and division.Features include:- assessment tasks- teaching activities- real-life examples from classroom work- guidance on classroom organization and teaching specific topics- an accompanying CD with printable activities for classroom use.This book is an invaluable resource for all primary classroom teachers, including experienced Mathematics Recovery teachers. It will be helpful for classroom assistants and learning support personnel, primary mathematics advisors, numeracy consultants and educational psychologists. It will also appeal to teacher educators and researchers with interests in mathematics in the primary years.Robert J. Wright is Professor in Mathematics Education at Southern Cross University, Australia.
Garry Stanger teaches Masters courses in early numeracy at Southern Cross University, Australia.
Ann K. Stafford is a leader in the implementation of Math Recovery in the United States.
James Martland is a Senior Fellow in the Department of Education, University of Liverpool and Director of the Mathematics Recovery program (UK) Ltd.

The book Teaching Number – Advancing Children’s Skills and Strategies (Second Edition) lets teachers identify where their students are in terms of number skills, and sets out a strategy for developing their knowledge. The authors show how to advance children’s learning across five stages of early arithmetical learning – emergent, perceptual, figurative, initial number, and facile number. This provides for increasingly sophisticated number strategies across addition, subtraction, multiplication and division, as well as developing children’s number word and numeral knowledge, and their ability to structure number and have grouping strategies. The approach used nine guiding principles for teaching.
Each chapter has clearly defined teaching procedures which show how to take the children onto the next more sophisticated stage. The teaching procedures are organized into key teaching topics, and each includes:
o a clearly defined purpose
o detailed instructions, activites, learning tasks and reinforcing games
o lists of responses which children may make
o application in whole class, small group and individualised settings
o a link to the Learning Framework in Number (see Early Numeracy- second edition, 2005)
o how the guiding principles for teaching can be used to allow teachers to evaluate and reflect upon their practice
Primary practitioners in Australia, the United States, the United Kingdom and Canada have tested the teaching procedures which can be used in conjunction with each country’s numeracy strategy.
Primary teachers, especially of the early years, mathematics co-ordinators, heads of school, mathematics advisers, special educationalists, learning support personnel, teacher assistants, lecturers in initial teacher training and educational psychologists will all find this book invaluable.

AQUI: http://www.sagepub.com/authorDetails.nav?contribId=291250

…………….. 

 

.Mais informação AQUI

…………….. 

 Capítulo 9 (pré-escolar e 1º ano – sentido do número)  disponível na Internet.
 
…………….. 

 

…………….. 

Mais AQUI
 
 ……………..  

Edited by James J Kaput, David W Carraher, Maria L Blanton
Series:
Studies in Mathematical Thinking and Learning Series

LEA – Lawrence Erlbaum Associates

NCTM – National Council of teachers of mathematics

Encontram-se na internet os Capítulos 10 e 11 deste livro:
 
Carraher, D.W., Schliemann, A.D. & Schwartz, J. (2008). Early algebra is not the same as algebra early. In J. Kaput. D. Carraher, & M. Blanton (Eds.), Algebra in the Early Grades. Mahwah, NJ, Erlbaum, pp. 235-272.

Peled, I. & Carraher, D.W. (2007). Signed numbers and algebraic thinking. In J. Kaput. D. Carraher, & M. Blanton (Eds.), Algebra in the Early Grades. Mahwah, NJ, Erlbaum, pp. 303-327 (now Taylor & Francis).

From the Back Cover (AQUI)

This volume is the first to offer a comprehensive, research-based, multi-faceted look at issues in early algebra. In recent years, the National Council of Teachers of Mathematics has recommended that algebra become a strand flowing throughout the K-12 curriculum, and the 2003 RAND Mathematics Study Panel has recommended that algebra be “the initial topical choice for focused and coordinated research and development [in K-12 mathematics].” The book provides a rationale for a stronger and more sustained approach to algebra in school, as well as concrete examples of how algebraic reasoning may be developed in the early grades. It is organized around three themes:*The Nature of Early Algebra*Students’ Capacity for Algebraic Thinking*Issues of Implementation: Taking Early Algebra to the Classrooms The contributors to this landmark volume have been at the forefront of an effort to integrate algebra into the existing early grades mathematics curriculum. They include scholars who have been developing the conceptual foundations for such changes as well as researchers and developers who have led empirical investigations in school settings. Algebra in the Early Grades aims to bridge the worlds of research, practice, design, and theory for educators, researchers, students, policy makers, and curriculum developers in mathematics education.
 

Mais recursos:

Welcome /About  Early Algebra /  Research / Publications / Lesson Materials / Resources

Álgebra no ensino básico João Pedro da Ponte; Neusa Branco; Ana Matos