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| Problem-Solving: A Way of Life | |
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| Planning Learning Experiences: From the Child's Perspective | |
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| Getting Ready for A Good Beginning: Learning Pre-Number Concepts | |
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| 100s, 10s, 1s,... The Best Yet: Our Base-Ten Numeration System | |
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| Addition and Subtraction of Whole Numbers: Constructing Meaning | |
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| Addition and Subtraction Algorithms for Whole Numbers: Building, Understanding, Applying, and Estimating | |
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| Multiplication and Division of Whole Numbers: Constructing Meaning | |
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| Multiplication and Division Algorithms for Whole Numbers: Building, Understanding, Estimating, and Applying | |
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| Some Theory About Numbers: Factors, Multiples, Primes, and Composites | |
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| Not All Numbers Are Whole Numbers: Representing, Adding, and Subtracting Rational Numbers | |
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| Security Is Knowing Why: Multiplying and Dividing Rational Numbers | |
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| Believe, Think, Then Solve: Building Problem-Solving Environments for Children | |
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| The Shape of Things: Geometric Figures and Relationships | |
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| Superstitious? Not Us ... | |
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| Seeing Is Believing: Constructing Geometric Ideas | |
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| Before You Teach Measurement: Attributes of Measurement | |
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| Sizing It Up: The Measurement of Attributes | |
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| Making Numbers Count: Organizing, Representing, and Interpreting Data | |
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| Computers and Mathematics Instruction: Status and Direction | |
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| Encouraging Student Growth: Assessment and Diagnosis | |
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| The End ... Your Beginning: Toward Efficient Instruction | |
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| Appendix A Selected Answers to Problem-Solving Challenges and ThinkTank Exercises | |
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| Appendix B Summary of NCTM Standards | |
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| Appendix C Material Sheets | |