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Saliency determination, pattern recognition, conceptualization,
reasoning – these are all essential ingredients to students achieving
proficiency in mathematics. Thinking Mathematically explores
these and other elements of mathematical understanding, recall and application.
Today’s students are preparing for a future where science, technology,
engineering and math (STEM) are critical to engaging in a global economy. By
making connections and building conceptual understanding of Mathematical
content and processes, students learn to apply analytical thinking and
problem-solving to organize and make sense of situations they encounter in
school and in life.
A particularly interesting component of thinking mathematically is the language
of Math. As you will hear Dr. Levine discuss in the podcast “Three Essential
Parts of Mathematical Understanding”, math places unique demands on the
semantic networks of students. To understand and communicate about mathematical
concepts taps into the inherent connection between language and cognition.
Visuals to support your review of Thinking Mathematically:
Read Supporting Research Summaries:
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Are you really going to read us a story? Learning geometry through children's
mathematics literature. (Capraro, R. and Capraro, M., 2006) |
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Predicting first-grade math achievement from developmental number sense
trajectories. (Jordan, N., Kaplan, D., Locuniak, M., and Ramineni, C., 2007). |
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Predicting first-grade math achievement from developmental number sense
trajectories. (Jordan, N., Kaplan, D., Locuniak, M., and Ramineni, C., 2007). |
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Spatial visualization, visual imagery, and mathematical problem solving of
students with varying abilities. (van Garderen, D., 2006).
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Developing automaticity in multiplication facts: Integrating strategy
instruction with timed practice drills. (Woodward, J., 2006). |
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