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| Children and Mathematics: A Natural Combination | |
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| Chapter Objectives | |
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| What is Emergent Mathematics? | |
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| Promoting Emergent Math | |
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| Making a Difference as a Teacher | |
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| Recent Findings in Teaching Mathematics | |
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| Treating Children as Mathematicians | |
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| Implications for Early Childhood Education | |
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| NCTM Principles, Standards and Curriculum Focal Points | |
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| NCTM's Guiding Principles for School Mathematics | |
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| NCTM Standards for School Mathematics | |
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| NCTM and NAEYC Joint Statement on Mathematics | |
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| Curriculum Focal Points for Prekindergarten Through Grade 8 | |
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| Putting the Pieces Together: The "3E" Approach | |
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| Summary | |
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| Web Sites | |
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| Discuss and Apply What You Have Learned | |
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| Building a Knowledge Base and Learning to Reflect | |
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| Chapter Objectives | |
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| Understanding Yourself | |
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| The Process of Reflection | |
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| Dealing with Our Own Math Anxiety First | |
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| Teachers are Decision Makers | |
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| A Lesson in Mathematics | |
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| Understanding Child Development | |
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| The Behaviorist Approach | |
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| The Montessori Method | |
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| A Visual Approach to Learning Mathematics | |
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| The Constructivist Approach | |
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| NCTM and Theoretical Basis for Mathematics | |
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| Understanding Your Students | |
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| Summary | |
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| Web Sites | |
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| Discuss and Apply What You Have Learned | |
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| Diversity, Equity, and Individualized Instruction | |
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| Chapter Objectives | |
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| Nature and Nurture in the Mathematics Classroom | |
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| Individualized Instruction | |
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| Holding High Expectations for All Students | |
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| Socioeconomic Factors | |
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| Overcoming SES Obstacles | |
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| Minority Student Achievement | |
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| Children with Special Needs | |
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| Creating Inclusive Environments | |
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| Gifted Students | |
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| English Language Learners and Linguistic Diversity | |
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| Overcoming the Language Barrier | |
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| Gender Differences | |
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| Accommodating Differences in Boys and Girls' Learning Styles | |
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| Standardized Testing and Gender Differences | |
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| Summary | |
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| Web Sites | |
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| Discuss and Apply What You Have Learned | |
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| Creating a Constructivist Classroom | |
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| Chapter Objectives | |
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| The Child-Centered Curriculum | |
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| Teachable Moments | |
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| Common Objections to the Child-Centered Approach | |
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| Preparation of the Child-Centered Environment | |
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| Preparing the Environment | |
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| Designing Effective Educational Space | |
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| Materials | |
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| Manipulatives | |
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| Textbooks and Math Series | |
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| What to Do Before the First Day | |
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| Summary | |
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| Web Sites | |
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| Discuss and Apply What You Have Learned | |
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| Infants and Toddlers | |
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| Chapter Objectives | |
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| What are Infants and Toddlers Like? | |
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| What Mathematical Concepts Do Infants and Toddlers Learn? | |
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| The Concept of "More" | |
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| The Concept of "One" | |
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| Making Relationships | |
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| Meeting Standards with Infants and Toddlers | |
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| What Does an Infant and Toddler Learning Environment Look Like? | |
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| Developmentally Appropriate Strategies and Activities for Infants and Toddlers | |
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| Rhythm and Music | |
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| Blocks and Shapes | |
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| Everyday Activities | |
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| Manipulatives | |
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| Everyday Routines and Common Activities | |
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| Math Games | |
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| Supporting Emergent Mathematics | |
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| Sample Infant and Toddler Lesson Plans | |
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| Assessment | |
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| Standardized vs. Authentic Assessment | |
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| Formal vs. Informal Assessment | |
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| Formative vs. Summative Assessment | |
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| Using Assessment with Infants and Toddlers | |
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| Summary | |
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| Web Sites | |
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| Discuss and Apply What You Have Learned | |
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| Preschool Age | |
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| Chapter Objectives | |
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| What are Preschool Children Like? | |
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| Physical Development | |
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| Cognitive Development | |
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| Emotional Development | |
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| Play | |
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| Developmental Milestones for Preschool Mathematics | |
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| What Mathematical Concepts do Preschool Children Learn? | |
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| Mathematical Concepts in Preschool | |
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| Meeting Standards with Preschool Children | |
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| General Mathematics Standards and Benchmarks for Preschool Mathematics | |
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| What Does a Preschool Mathematics Learning Environment Look Like? | |
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| Developmentally Appropriate Strategies and Activities for Preschool-Age Children | |
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| Sample Preschool Lesson Plans | |
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| Assessment | |
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| Summary | |
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| Web Sites | |
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| Discuss and Apply What You Have Learned | |
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| Kindergarten and First Grade | |
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| Chapter Objectives | |
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| What Are K-1 Children Like? | |
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| Physical Development | |
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| Cognitive Development | |
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| Social-Emotional Development | |
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| What Mathematical Concepts Do K-1 Children Learn? | |
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| Encouraging Intellectual Autonomy | |
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| Mathematical Concepts in Kindergarten | |
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| Mathematical Concepts in First Grade | |
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| Meeting Standards With K-1 Children | |
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| NCTM Focal Points | |
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| What Does a K-1 Mathematics Learning Environment Look Like? | |
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| Developmentally Appropriate Strategies and Activities for K-1 Age Children | |
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| Word Problems | |
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| Whole-Class Instruction | |
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| Math Games | |
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| Projects | |
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| Sample Kindergraten and First-Grade Lesson Plans | |
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| Assessing Mathematics in K-1 | |
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| Summary | |
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| Web Sites | |
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| Discuss and Apply What You Have Learned | |
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| Second and Third Grade | |
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| Chapter Objectives | |
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| What are Second and Third Graders Like? | |
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| Physically | |
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| Cognitively | |
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| Socially-Emotionally | |
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| What Mathematical Concepts Do Second- and Third-Grade Children Learn? | |
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| Base 10 and Place Value | |
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| Multiplication and Division | |
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| Linear Measurement | |
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| Learning Disabilities-Adhd, Dyslexia and Dyscalculia | |
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| Meeting Standards for Second- and Third-Grade Children | |
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| What Does a Second- and Third-Grade Mathematics Learning Environment Look Like? | |
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| Developmentally Appropriate Strategies and Activities for Second-and Third-Grade Children | |
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| Teaching Lessons and Problem Solving | |
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| Technology | |
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| Timed and Fluency Activities | |
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| Worksheets and Homework | |
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| Hands-On Materials and Manipulative | |
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| Sample Second- and Third-Grade Lesson Plans | |
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| Assessing Mathematics in Second- and Third-Grade | |
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| Summary | |
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| Web Sites | |
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| Discuss and Apply What You Have Learned | |
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| Integrating Mathematics | |
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| Chapter Objectives | |
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| The Importance of Integration | |
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| Integrating Math with Reading | |
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| Integrating Math with Science | |
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| Integrating Math with Social Studies | |
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| Integrating Math with Music | |
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| Integrating Math with Art | |
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| Physical Activity | |
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| Using the Project Approach | |
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| Topic Selection | |
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| Summary | |
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| Web Sites | |
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| Discuss and Apply What You Have Learned | |
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| Sample State Standards | |
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| Index | |