How can you introduce terms from geometry and measurement so that your studentsAE vocabulary will enhance their understanding of concepts and definitions? What can you say to clarify the thinking of a student who claims that perimeter is always an even number? How does knowing what changes or stays the same when shapes are transformed help you support and extend your studentsAE understanding of shapes and the space that they occupy? How much do you know a and how much do you need to know? Helping your students develop a robust understanding of geometry and measurement requires that you...
How can you introduce terms from geometry and measurement so that your studentsAE vocabulary will enhance their understanding of concepts and definiti...
Do your students suppose that if the perimeter of a shape increases, the area also increases? Do they think that area is the product of base and height, without understanding that this applies only to parallelograms? Do they believe that a transformation happens only on or to a particular object and not the entire plane? What tasks can you offer-what questions can you ask-to determine what they know or don't know-and move them forward in their thinking? This book focuses on the specialized pedagogical content knowledge that you need to teach geometry effectively in grades 6-8. The...
Do your students suppose that if the perimeter of a shape increases, the area also increases? Do they think that area is the product of base and heigh...
Zandra De Araujo Barbara J. Dougherty Fay Zenigami
This book, the eleventh in the Putting Essential Understanding into Practice Series, focuses on misconceptions about variables, expressions, equations, and functions that students often bring to grades 6-8. The authors present tasks given to middle-grades students and examine sample responses to them to show how teachers can bring misconceptions to the surface, where they and their students can inspect them, recognize errors and limitations, and replace faulty thinking with robust ideas.
This book, the eleventh in the Putting Essential Understanding into Practice Series, focuses on misconceptions about variables, expressions, equations...
Do your students say that one object is "bigger" than another without attending more precisely to the attribute they are comparing? Do they have difficulty naming numbers from 11 to 19? Do some students still count all while their classmates are counting on or counting by tens? What tasks can you offer-what questions can you ask-to determine what your students know or don't know-and move them forward in their thinking? This book focuses on the specialized pedagogical content knowledge that you need to teach number and numeration effectively in prekindergarten-grade 2. The authors...
Do your students say that one object is "bigger" than another without attending more precisely to the attribute they are comparing? Do they have diffi...
