The mistakes children make in mathematics are usually not just
mistakes - they are often intelligent generalizations from previous
learning. Following several decades of academic study of such
mistakes, the phrase errors and misconceptions has recently entered
the vocabulary of mathematics teacher education and has become
prominent in the curriculum for initial teacher education.
. . The popular view of childrens errors and misconceptions is
that they should be corrected as soon as possible. The authors
contest this, perceiving them as potential windows into childrens
mathematics. Errors may diagnose significant ways of thinking and
stages in learning that highlight important opportunities for new
learning.
. . This book uses extensive, original data from the authors own
research on childrens performance, errors and misconceptions across
the mathematics curriculum. It progressively develops concepts for
teachers to use in organizing their understanding and knowledge of
childrens mathematics, offers practical guidance for classroom
teaching and concludes with theoretical accounts of learning and
teaching.
. . "Childrens Mathematics 4-15" is a groundbreaking book, which
transforms research on diagnostic errors into knowledge for
teaching, teacher education and research on teaching. It is
essential reading for teachers, students on undergraduate teacher
training courses and graduate and PGCE mathematics teacher
trainees, as well as teacher educators and researchers..
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