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Math misconceptions : = preK-grade 5...

Bamberger, Honi Joyce.

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Math misconceptions : = preK-grade 5 : from misunderstanding to deep understanding /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Math misconceptions :/ Honi J. Bamberger, Christine Oberdorf, Karren Schultz-Ferrell.
Reminder of title:	preK-grade 5 : from misunderstanding to deep understanding /
Author:	Bamberger, Honi Joyce.
other author:	Oberdorf, Christine.
Published:	Portsmouth, NH :Heinemann, : c2010.,
Description:	xiv, 186 p. :ill. ;24 cm.
[NT 15003449]:	1. Number and operations. Counting with number words -- Thinking addition means "join together" and subtraction means "take away" -- Renaming and regrouping when adding and subtracting two-digit numbers -- Misapplying addition and subtraction strategies to multiplication and division -- Multiplying two-digit factors by two-digit factors -- Understanding the division algorithm -- Understanding fractions -- Adding and subtracting fractions -- Representing, ordering, and adding/subtracting decimals -- 2. Algebra. Understanding patterns -- Meaning of equals -- Identifying functional relationships -- Interpreting variables -- Algebraic representations -- 3. Geometry. Categorizing two-dimensional shapes -- Naming three-dimensional figures -- Navigating coordinate geometry -- Applying reflection -- Solving spatial problems -- 4. Measurement. Reading an analog clock -- Determining the value of coins -- Units versus numbers -- Distinguishing between area and perimeter -- Overgeneralizing base-ten renaming -- 5. Data analysis and probability. Sorting and classifying -- Choosing an appropriate display -- Understanding terms for measures of central tendency -- Analyzing data -- Probability -- 6. Assessing children's mathematical progress. Assessment: the received view -- Assessment from a better angle -- Types of formative assessment -- Why assess? -- Final thoughts.
Subject:	Mathematics - Study and teaching (Preschool) - United States. -
ISBN:	9780325026138 (alk. paper) :

Math misconceptions : = preK-grade 5 : from misunderstanding to deep understanding /
Bamberger, Honi Joyce.

Math misconceptions :preK-grade 5 : from misunderstanding to deep understanding /Honi J. Bamberger, Christine Oberdorf, Karren Schultz-Ferrell. - Portsmouth, NH :Heinemann,c2010. - xiv, 186 p. :ill. ;24 cm.

Includes bibliographical references (p. 173-178) and index.

1. Number and operations. Counting with number words -- Thinking addition means "join together" and subtraction means "take away" -- Renaming and regrouping when adding and subtracting two-digit numbers -- Misapplying addition and subtraction strategies to multiplication and division -- Multiplying two-digit factors by two-digit factors -- Understanding the division algorithm -- Understanding fractions -- Adding and subtracting fractions -- Representing, ordering, and adding/subtracting decimals -- 2. Algebra. Understanding patterns -- Meaning of equals -- Identifying functional relationships -- Interpreting variables -- Algebraic representations -- 3. Geometry. Categorizing two-dimensional shapes -- Naming three-dimensional figures -- Navigating coordinate geometry -- Applying reflection -- Solving spatial problems -- 4. Measurement. Reading an analog clock -- Determining the value of coins -- Units versus numbers -- Distinguishing between area and perimeter -- Overgeneralizing base-ten renaming -- 5. Data analysis and probability. Sorting and classifying -- Choosing an appropriate display -- Understanding terms for measures of central tendency -- Analyzing data -- Probability -- 6. Assessing children's mathematical progress. Assessment: the received view -- Assessment from a better angle -- Types of formative assessment -- Why assess? -- Final thoughts.

Children enter school filled with all kinds of ideas about numbers, shapes, measuring tools, time, and money--ideas formed from the expressions they hear ... the things they see on television ... the computer screen ... in children's books ... all around them. It's no wonder some children develop very interesting and perhaps incorrect ideas about mathematical concepts. "How can we connect the informal knowledge that students bring to our classrooms with the mathematics program adopted by our school system? Just as important, how do we ensure that the mathematics we are introducing and reinforcing is accurate and will not need to be re-taught in later years?" Math Misconceptions answers these questions by: identifying the most common errors relative to the five NCTM content strands (number and operations, algebra, geometry, measurement, and data analysis and probability); investigating the source of these misunderstandings; proposing ways to avoid as well as "undo" misconceptions. Using classroom vignettes that highlight common misconceptions in each content area, followed by applicable research about the root causes of the confusion, the authors offer numerous instructional ideas and interventions designed to prevent or correct the misconception. --Publisher's description.

ISBN: 9780325026138 (alk. paper) :US26.25

LCCN: 2010016301Subjects--Topical Terms:

758734
Mathematics
--Study and teaching (Preschool)--United States.

LC Class. No.: QA135.6 / .B366 2010

Dewey Class. No.: 372.7

Math misconceptions : = preK-grade 5 : from misunderstanding to deep understanding /
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245 1 0 $a Math misconceptions : $b preK-grade 5 : from misunderstanding to deep understanding / $c Honi J. Bamberger, Christine Oberdorf, Karren Schultz-Ferrell.
260 # $a Portsmouth, NH : $b Heinemann, $c c2010.
300 $a xiv, 186 p. : $b ill. ; $c 24 cm.
504 $a Includes bibliographical references (p. 173-178) and index.
505 0 # $a 1. Number and operations. Counting with number words -- Thinking addition means "join together" and subtraction means "take away" -- Renaming and regrouping when adding and subtracting two-digit numbers -- Misapplying addition and subtraction strategies to multiplication and division -- Multiplying two-digit factors by two-digit factors -- Understanding the division algorithm -- Understanding fractions -- Adding and subtracting fractions -- Representing, ordering, and adding/subtracting decimals -- 2. Algebra. Understanding patterns -- Meaning of equals -- Identifying functional relationships -- Interpreting variables -- Algebraic representations -- 3. Geometry. Categorizing two-dimensional shapes -- Naming three-dimensional figures -- Navigating coordinate geometry -- Applying reflection -- Solving spatial problems -- 4. Measurement. Reading an analog clock -- Determining the value of coins -- Units versus numbers -- Distinguishing between area and perimeter -- Overgeneralizing base-ten renaming -- 5. Data analysis and probability. Sorting and classifying -- Choosing an appropriate display -- Understanding terms for measures of central tendency -- Analyzing data -- Probability -- 6. Assessing children's mathematical progress. Assessment: the received view -- Assessment from a better angle -- Types of formative assessment -- Why assess? -- Final thoughts.
520 # $a Children enter school filled with all kinds of ideas about numbers, shapes, measuring tools, time, and money--ideas formed from the expressions they hear ... the things they see on television ... the computer screen ... in children's books ... all around them. It's no wonder some children develop very interesting and perhaps incorrect ideas about mathematical concepts. "How can we connect the informal knowledge that students bring to our classrooms with the mathematics program adopted by our school system? Just as important, how do we ensure that the mathematics we are introducing and reinforcing is accurate and will not need to be re-taught in later years?" Math Misconceptions answers these questions by: identifying the most common errors relative to the five NCTM content strands (number and operations, algebra, geometry, measurement, and data analysis and probability); investigating the source of these misunderstandings; proposing ways to avoid as well as "undo" misconceptions. Using classroom vignettes that highlight common misconceptions in each content area, followed by applicable research about the root causes of the confusion, the authors offer numerous instructional ideas and interventions designed to prevent or correct the misconception. --Publisher's description.
650 # 0 $a Mathematics $x Study and teaching (Preschool) $z United States. $3 758734
650 # 0 $a Mathematics $x Study and teaching (Primary) $z United States. $3 781850
650 # 0 $a Mathematics $x Study and teaching (Elementary) $z United States. $3 534689
700 1 # $a Oberdorf, Christine. $3 812452
700 1 # $a Schultz-Ferrell, Karren. $3 1543730