Children's mathematics: cognitively guided instruction, Volume 1

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Heinemann, Mar 17, 1999 - Education - 112 pages
3 Reviews

By the time they begin school, most children have already developed a sophisticated, informal understanding of basic mathematical concepts and problem-solving strategies. Too often, however, the mathematics instruction that we impose upon them in the classroom fails to connect with this informal knowledge. "Children's Mathematics" was written to help you understand children's intuitive mathematical thinking and use that knowledge to help children learn mathematics with understanding.

Based on more than twenty years of research, this book portrays the development of children's understanding of basic number concepts. The authors offer a detailed explanation and numerous examples of the problem-solving and computational processes that virtually all children use as their numerical thinking develops. They also describe how classrooms can be organized to foster that development. Two accompanying CDs provide a remarkable inside look at students and teachers in real classrooms implementing the teaching and learning strategies described in the text. Together, the book and CDs provide you with the foundation necessary to engage children in discussions of how they think through problems-providing suggestions for what problems to give and insight into what responses to expect, and how children's thinking will evolve.

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Review: Children's Mathematics: Cognitively Guided Instruction

User Review  - Lori - Goodreads

This is an excellent book for any teacher who wants to understand how math concepts progress developmentally in children. It serves as a guide to understand their thinking so instruction can match and move them forward. Excellent! Read full review

Review: Children's Mathematics: Cognitively Guided Instruction

User Review  - Maya - Goodreads

a little too basic, good for readers new to cognitively guided instruction Read full review

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Contents

Childrens Mathematical Thinking
1
Problem Types
7
Childrens Solution Strategies
15
Copyright

5 other sections not shown

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About the author (1999)

THOMAS CARPENTER is Professor of Curriculum and Instruction at the University of Wisconsin-Madison, where he has taught for twenty-five years. He is the former editor of the National Council of Teachers of Mathematics (NCTM) Journal for Research in Mathematics Education, and has received major awards for his research publications from the NCTM and the American Educational Research Association.ELIZABETH FENNEMA is Emerita Professor of Curriculum and Instruction and Senior Scientist at the Wisconsin Center for Education Research at the University of Wisconsin-Madison. She has studied the teaching and learning of mathematics throughout her professional career, and is well known for her work on gender and mathematics.

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