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I was never any good at maths. I dropped it as soon as I could How many times have you heard your students make a similar statement when asked to study mathematics? Teaching Mathematics counters this with a rich set of practical pedagogy that will connect students to the bigger picture of mathematics and show them how to: Communicate mathematically Feel positive about mathematics and their role in teaching it Enter the classroom confident they are equipped with the practical kwledge, skills, strategies and activities to teach maths. Key Features Unique structure that takes readers through the stages of how students learn maths, and how to teach maths, before drilling down to the specific themes by age group. Spans early childhood, primary and middle years (K-9) A rich selection of features to help students feel confident about teaching math: Big Ideas: The main concepts of the chapter and encourage mathematical thinking Chapter objectives: Highlight the main points of the chapter and list the skills the chapter will help develop. Communicating Mathematically: Develop student's communication skills in mathematics by illustrating conventions, uses of language, materials, symbols diagrams, interaction patterns. Consider and Discuss: Specific tasks/questions/activities that will get everyone involved in tutorials. themselves (ie: focus on own kwledge). They are closely related to the text. Did you kw?: Short historical and cultural facts that show math it in the larger context and illustrate why mathematics is viewed and taught in the way it is today. For the Classroom: Activities students can pick up and take with them into the classroom. Handy Hints: Practical tips to help students prepare their lessons with confidence. Integrating Techlogy / ICT: Suggests uses of digital techlogies in the classroom. Issues in Teaching: Discussion of contentious topics. Making Connections: Links the big ideas in mathematics to other disciplines, and relevant mathematical learning. Think and Link: Helps students navigate their way throughout the book, drawing on information introduced in earlier chapters and then elaborated on in later chapters Vignettes at start of each part and each chapter: Short stories with some exploratory questions to engage the pre-service teachers with the underlying themes and concepts of the chapters. Chapter objectives, key terms, review questions to help students cement their learning
Dianne Siemon is Professor in the School of Education at RMIT University. Kim Beswick is an Associate Professor in the Faculty of Education at the University of Tasmania. Kathy Brady is a Lecturer and Director, Initial Teacher Education Programs, School of Education, Flinders University. Julie Clark is a Lecturer and Associate Dean, Teaching and Learning, School of Education, Flinders University. Rhonda Faragher is a Senior Lecturer in the School of Education at Australian Catholic University. Elizabeth Warren is a Professor of Education in the School of Education at Australian Catholic University.
Dianne Siemon, Elizabeth Warren, Julie Clark, Kathy Brady, Kim Beswick, Rhonda Faragher