{"product_id":"helping-children-learn-mathematics-isbn-9780730369288","title":"Helping Children Learn Mathematics","description":"The third edition of Reys’ \u003ci\u003eHelping Children Learn Mathematics\u003c\/i\u003e is a practical resource for undergraduate students of primary school teaching. Rich in ideas, tools and stimulation for lessons during teaching rounds or in the classroom, this edition continues to provide a clear understanding of how to navigate the Australian Curriculum, with detailed coverage on how to effectively use Information and Communications Technology (ICT) in the classroom. \u003cbr\u003e\u003cbr\u003e This is a full colour printed textbook with an interactive ebook code included. Great self-study features include: auto-graded in-situ knowledge check questions, video of teachers demonstrating how different maths topics can be taught in the classroom and animated, branched chain scenarios are in the e-text. \u003cp\u003e\u003cb\u003eChapter 1 School mathematics in a changing world 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 2\u003c\/p\u003e \u003cp\u003e1.1 What is mathematics? 3\u003c\/p\u003e \u003cp\u003e1.2 What determines the mathematics being taught? 4\u003c\/p\u003e \u003cp\u003e1.3 Where can you turn? 12\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Helping children learn mathematics with understanding 20\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 21\u003c\/p\u003e \u003cp\u003e2.1 How can we support the diverse learners in our classrooms? 21\u003c\/p\u003e \u003cp\u003e2.2 Meaningful connections between procedural and conceptual knowledge 27\u003c\/p\u003e \u003cp\u003e2.3 How do children learn mathematics? 29\u003c\/p\u003e \u003cp\u003e2.4 How can we help children make sense of mathematics? 34\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Planning and teaching 50\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 51\u003c\/p\u003e \u003cp\u003e3.1 Effective planning and preparation for teaching: Using strategic questions to inform teaching practice 51\u003c\/p\u003e \u003cp\u003e3.2 Planning for effective teaching 66\u003c\/p\u003e \u003cp\u003e3.3 Levels of planning 67\u003c\/p\u003e \u003cp\u003e3.4 Planning different types of lessons 68\u003c\/p\u003e \u003cp\u003e3.5 Meeting the needs of all students 75\u003c\/p\u003e \u003cp\u003e3.6 Assessment and analysis in planning 80\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Enhancing learning and teaching through assessment and feedback 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 88\u003c\/p\u003e \u003cp\u003e4.1 Enhancing learning and teaching 89\u003c\/p\u003e \u003cp\u003e4.2 Gathering information on student learning 92\u003c\/p\u003e \u003cp\u003e4.3 Ways to assess students’ learning and dispositions 94\u003c\/p\u003e \u003cp\u003e4.4 Keeping records and communicating about assessments 109\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Processes of doing mathematics 121\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 122\u003c\/p\u003e \u003cp\u003e5.1 Understanding 123\u003c\/p\u003e \u003cp\u003e5.2 Fluency 124\u003c\/p\u003e \u003cp\u003e5.3 Problem solving 125\u003c\/p\u003e \u003cp\u003e5.4 Reasoning and proof 129\u003c\/p\u003e \u003cp\u003e5.5 Communication 134\u003c\/p\u003e \u003cp\u003e5.6 Connections 135\u003c\/p\u003e \u003cp\u003e5.7 Representations 138\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Helping children with problem solving 148\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 149\u003c\/p\u003e \u003cp\u003e6.1 What is a problem and what is problem solving? 150\u003c\/p\u003e \u003cp\u003e6.2 Teaching mathematics through problem solving 151\u003c\/p\u003e \u003cp\u003e6.3 Strategies for problem solving 162\u003c\/p\u003e \u003cp\u003e6.4 The importance of looking back 170\u003c\/p\u003e \u003cp\u003e6.5 Helping all students with problem solving 172\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Counting and number sense in early childhood and primary years 181\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 182\u003c\/p\u003e \u003cp\u003e7.1 Developing number sense 183\u003c\/p\u003e \u003cp\u003e7.2 Counting principles 197\u003c\/p\u003e \u003cp\u003e7.3 Counting strategies 200\u003c\/p\u003e \u003cp\u003e7.4 Cardinal, ordinal and nominal numbers 210\u003c\/p\u003e \u003cp\u003e7.5 Writing numerals 211\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Extending number sense: Place value 220\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 221\u003c\/p\u003e \u003cp\u003e8.1 Our numeration system 223\u003c\/p\u003e \u003cp\u003e8.2 Nature of place value 224\u003c\/p\u003e \u003cp\u003e8.3 Beginning place value 231\u003c\/p\u003e \u003cp\u003e8.4 Consolidating place value 234\u003c\/p\u003e \u003cp\u003e8.5 Extending place value 241\u003c\/p\u003e \u003cp\u003e8.6 Reading and writing numbers 247\u003c\/p\u003e \u003cp\u003e8.7 Rounding 251\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Operations: Meanings and basic facts 260\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 261\u003c\/p\u003e \u003cp\u003e9.1 Helping children develop number sense and computational fluency 263\u003c\/p\u003e \u003cp\u003e9.2 Developing meanings for the operations 266\u003c\/p\u003e \u003cp\u003e9.3 Mathematical properties 274\u003c\/p\u003e \u003cp\u003e9.4 Overview of learning the basic facts 275\u003c\/p\u003e \u003cp\u003e9.5 Thinking strategies for basic facts 283\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Mental computation, calculators and estimation 307\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 308\u003c\/p\u003e \u003cp\u003e10.1 Calculators 312\u003c\/p\u003e \u003cp\u003e10.2 Mental computation 316\u003c\/p\u003e \u003cp\u003e10.3 Estimation 323\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 Solving problems with written strategies 339\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 340\u003c\/p\u003e \u003cp\u003e11.1 Emergent understanding and experiences 342\u003c\/p\u003e \u003cp\u003e11.2 Addition 343\u003c\/p\u003e \u003cp\u003e11.3 Subtraction 350\u003c\/p\u003e \u003cp\u003e11.4 Multiplication 357\u003c\/p\u003e \u003cp\u003e11.5 Division 364\u003c\/p\u003e \u003cp\u003e11.6 Finding the balance between practice and proficiency 371\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 Fractions and decimals: Meanings and operations 380\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 381\u003c\/p\u003e \u003cp\u003e12.1 Conceptual development of fractions 383\u003c\/p\u003e \u003cp\u003e12.2 Operations with fractions 402\u003c\/p\u003e \u003cp\u003e12.3 Conceptual development of decimals 410\u003c\/p\u003e \u003cp\u003e12.4 Operations with decimals 414\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 Ratio, proportion and percentages: Meanings and applications 423\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 424\u003c\/p\u003e \u003cp\u003e13.1 Ratios 426\u003c\/p\u003e \u003cp\u003e13.2 Proportions 429\u003c\/p\u003e \u003cp\u003e13.3 Percentages 436\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 Extending students with number theory 451\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 452\u003c\/p\u003e \u003cp\u003e14.1 Number theory in primary school mathematics 452\u003c\/p\u003e \u003cp\u003e14.2 Number theory topics for primary school students 458\u003c\/p\u003e \u003cp\u003e14.3 Other number theory topics 471\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 Pattern and algebraic thinking 482\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 483\u003c\/p\u003e \u003cp\u003e15.1 Problems, patterns and relations 485\u003c\/p\u003e \u003cp\u003e15.2 Language and symbols of algebra 494\u003c\/p\u003e \u003cp\u003e15.3 Modelling, generalising and justifying 496\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16 Geometry 517\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 518\u003c\/p\u003e \u003cp\u003e16.1 The geometry of two-dimensional shapes and three-dimensional objects 521\u003c\/p\u003e \u003cp\u003e16.2 Location, position and spatial relationships 545\u003c\/p\u003e \u003cp\u003e16.3 Transformations 549\u003c\/p\u003e \u003cp\u003e16.4 Visualisation and spatial reasoning 552\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17 Measurement 560\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 561\u003c\/p\u003e \u003cp\u003e17.1 The measurement process 564\u003c\/p\u003e \u003cp\u003e17.2 Identifying attributes and comparing 565\u003c\/p\u003e \u003cp\u003e17.3 Measurement concepts for all units 578\u003c\/p\u003e \u003cp\u003e17.4 Measuring with informal units 581\u003c\/p\u003e \u003cp\u003e17.5 Measuring with formal units 584\u003c\/p\u003e \u003cp\u003e17.6 Applications including formulae 593\u003c\/p\u003e \u003cp\u003e17.7 Comparing and converting measurements 598\u003c\/p\u003e \u003cp\u003e17.8 Estimating measurements 600\u003c\/p\u003e \u003cp\u003e17.9 Connecting attributes 603\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18 Data analysis, statistics and probability 613\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 615\u003c\/p\u003e \u003cp\u003e18.1 Formulating questions for data collection 618\u003c\/p\u003e \u003cp\u003e18.2 Organising and representing data 621\u003c\/p\u003e \u003cp\u003e18.3 Analysing data: Descriptive statistics 632\u003c\/p\u003e \u003cp\u003e18.4 Interpreting results 639\u003c\/p\u003e \u003cp\u003e18.5 Probability 642\u003c\/p\u003e \u003cp\u003eAppendix A 658\u003c\/p\u003e \u003cp\u003eAppendix B 670\u003c\/p\u003e \u003cp\u003eAppendix C 679\u003c\/p\u003e \u003cp\u003eIndex 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