Mathematics For Elementary Teachers With Activities Edition 4th Answers

Mathematics for Elementary School Teachers, 6th Edition

Mathematics for Elementary School Teachers

Published: © 2016

Print ISBN: 9781305071360

Pages: 704

Available

MATHEMATICS FOR ELEMENTARY SCHOOL TEACHERS, 6E offers future teachers a comprehensive mathematics course designed to foster concept development through examples, investigations, and explorations. In this text, intended for the one- or two-semester course required of Education majors, Bassarear demonstrates that there are many paths to solving a problem, and sometimes problems have more than one solution. The author presents real-world… More

For Instructors

For Students

Digital Solutions
Table of Contents
New to this edition
Features
About the author(s)

Preface.
1. Foundations for Learning Mathematics.
Getting Started and Problem Solving. Process, Practice, and Content Standards. Questions to Summarize Big Ideas. Chapter 1 Summary. Chapter 1 Review Exercises.
2. Sets and Numeration.
Sets. Numeration. Questions to Summarize Big Ideas. Chapter 2 Summary. Chapter 2 Review Exercises.
3. The Four Fundamental Operations of Arithmetic.
Understanding Addition. Understanding Subtraction. Understanding Multiplication. Understanding Division. Questions to Summarize Big Ideas. Chapter 3 Summary. Chapter 3 Review Exercises.
4. Extending the Number System.
Integers. Fractions and Rational Numbers. Understanding Operations with Fractions. Beyond Integers and Fractions. Questions to Summarize Big Ideas. Chapter 4 Summary. Chapter 4 Review Exercises.
5. Proportional Reasoning.
Ratio and Proportion. Percents. Questions to Summarize Big Ideas. Chapter 5 Summary. Chapter 5 Review Exercises.
6. Algebraic Thinking.
Understanding Patterns, Relations, and Functions. Represent and Analyze Math Situations and Structures Using Algebraic Symbols. Mathematical Models. Analyzing Change. Questions to Summarize Big Ideas. Chapter 6 Summary. Chapter 6 Review Exercises.
7. Uncertainty: Data and Chance.
The Process of Collecting and Analyzing Data. Going Beyond the Basics. Concepts Related to Chance. Counting and Chance. Questions to Summarize Big Ideas. Chapter 7 Summary. Chapter 7 Review Exercises.
8. Geometry as Shape.
Basic Ideas and Building Blocks. Two-Dimensional Figures. Three-Dimensional Figures. Questions to Summarize Big Ideas. Chapter 8 Summary. Chapter 8 Review Exercises.
9. Geometry as Measurement.
Systems of Measurement. Perimeter and Area. Surface Area and Volume. Looking Back on Chapter 9. Chapter 9 Summary. Chapter 9 Review Exercises.
10. Geometry as Transforming Shapes.
Congruence Transformations. Symmetry and Tessellations. Similarity. Questions to Summarize Big Ideas. Chapter 10 Summary. Chapter 10 Review Exercises.
Appendix A: Selected Answers.
Appendix B: Answers to Questions in Text.
Endnotes.
Photo Credits.
Index.

One of the biggest changes to the Sixth Edition involves the integration of the Common Core State Standards CCSS0 and the Mathematical Practices of the CCSS. By making parallel references to the CCSS with the introduction of new topics or concepts, students will begin to develop a more solid understanding of how the Common Core relates to the curriculum across K-8.
In the Sixth Edition, the authors introduce Singaporean Bar Models. Exposing students to Singapore Math helps "round out" the education of pre-service math teachers. The bar models offer an additional tool for learning important K-8 math.
Exercises that incorporate technology have been added. Through these exercises, students gain knowledge of valuable resources, such as the National Library for Virtual Manipulatives, that will serve them in future K-8 classrooms.
The content of Chapter 4 Number Theory from the Fifth Edition has been integrated into the textbook, where appropriate. This puts the content into better context, so that students may more directly see the relevancy and apply the skills.
Chapter 6 Algebraic Thinking is new. The authors have expanded the discussion of algebraic thinking that was previously found in Section 2.3, to include expanded topic coverage including more investigations, explorations, and exercises.
The text now includes Questions to Summarize Big Ideas within the end-of-chapter Summaries. These questions articulate major "take-away" ideas from the chapter and help students reflect on what they have learned.

An emphasis on owning knowledge constructing versus "renting" promotes connections between concepts and working through problems first-hand.
Investigations serve as the primary means of instruction and are uniquely designed to promote active thinking, reasoning, and construction of knowledge. Multiple strategies occur after many Investigations, allowing students to analyze numerous approaches to solving problems. Likewise, questions appear throughout the text, often accompanied by the "pencil" icon that prompt students to pause in their reading to reflect or complete a short exercise before continuing.
Throughout the text, connections are made to children's thinking through the Classroom Connections, observed as marginal notes, examples from elementary-age class assignments, and practice exercises.

Tom Bassarear

Tom Bassarear is a professor at Keene State College in New Hampshire. He received his BA from Claremont-McKenna College, his MA from Claremont Graduate School, and was awarded an Ed.D degree from the University of Massachusetts. Tom's complementary degrees in mathematics and educational psychology have strongly influenced his convictions about education--specifically, mathematics education. Before teaching at the college level, he taught both middle school and high school mathematics. Since arriving at Keene State College, Tom has spent many hours in elementary classrooms observing teachers and working with them in school and workshop settings, plus, he has taught 4th grade math every day for a semester at a local elementary school.

Meg Moss

Meg Moss began teaching the mathematics for elementary school teachers course over 25 years ago. In her first full-time teaching position at Treasure Valley Community College, she was given a traditional textbook for the Math for Elementary Educators and told that there wasn't much to these classes, just to go through the text. This started her on a 25 year journey of exploration and research on how best to teach these courses. Her dissertation was entitled "Specialized Understanding of Mathematics: A Study of Prospective Elementary School Teachers." She led a project to create Math for Elementary School Teachers (as well as science courses) and, as a result, Pellissippi State Community College won the award of "Best Practices in Math and Science Education at the Community College level." She has presented at international and domestic conferences and served as consultant to several universities in improving the math preparation of elementary teachers. She is currently serving as a faculty development leader at Western Governors University and exploring the competency-based model and how to create engaging interactive math learning in an online environment. She also teaches Math for Elementary Education courses face to face at area universities. She obtained her M.A. in Math Education from Appalachian State University and her Ph.D. in Math Teacher Education from the University of Tennessee, Knoxville. She has taught high school and has spent a considerable amount of time volunteering and supporting student teachers in elementary schools.

Digital Solutions

New to this edition

One of the biggest changes to the Sixth Edition involves the integration of the Common Core State Standards CCSS0 and the Mathematical Practices of the CCSS. By making parallel references to the CCSS with the introduction of new topics or concepts, students will begin to develop a more solid understanding of how the Common Core relates to the curriculum across K-8.
In the Sixth Edition, the authors introduce Singaporean Bar Models. Exposing students to Singapore Math helps "round out" the education of pre-service math teachers. The bar models offer an additional tool for learning important K-8 math.
Exercises that incorporate technology have been added. Through these exercises, students gain knowledge of valuable resources, such as the National Library for Virtual Manipulatives, that will serve them in future K-8 classrooms.
The content of Chapter 4 Number Theory from the Fifth Edition has been integrated into the textbook, where appropriate. This puts the content into better context, so that students may more directly see the relevancy and apply the skills.
Chapter 6 Algebraic Thinking is new. The authors have expanded the discussion of algebraic thinking that was previously found in Section 2.3, to include expanded topic coverage including more investigations, explorations, and exercises.
The text now includes Questions to Summarize Big Ideas within the end-of-chapter Summaries. These questions articulate major "take-away" ideas from the chapter and help students reflect on what they have learned.

Features

An emphasis on owning knowledge constructing versus "renting" promotes connections between concepts and working through problems first-hand.
Investigations serve as the primary means of instruction and are uniquely designed to promote active thinking, reasoning, and construction of knowledge. Multiple strategies occur after many Investigations, allowing students to analyze numerous approaches to solving problems. Likewise, questions appear throughout the text, often accompanied by the "pencil" icon that prompt students to pause in their reading to reflect or complete a short exercise before continuing.
Throughout the text, connections are made to children's thinking through the Classroom Connections, observed as marginal notes, examples from elementary-age class assignments, and practice exercises.

About the author(s)

Tom Bassarear

Meg Moss

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