scholarly journals Development of a rubric for formative evaluation of children’s mathematical thinking Focusing on the problem solving with diagram use

2019 ◽  
Vol 83 (0) ◽  
pp. 2D-080-2D-080
Author(s):  
Takayuki Goto ◽  
Yuya Ishibashi ◽  
Saki Takada ◽  
Natsuki Yagi
Keyword(s):  
Problem Solving ◽  
Formative Evaluation ◽  
Mathematical Thinking ◽  
Children’S Mathematical Thinking ◽  
Children's Mathematical Thinking

A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction

1996 ◽  
Vol 27 (4) ◽  
pp. 403-434
Author(s):  
Elizabeth Fennema ◽  
Thomas P. Carpenter ◽  
Megan L. Franke ◽  
Linda Levi ◽  
Victoria R. Jacobs ◽  
...  
Keyword(s):  
Problem Solving ◽  
Teacher Development ◽  
Mathematical Thinking ◽  
Development Program ◽  
Computational Performance ◽  
Children’S Mathematical Thinking ◽  
Current Reform ◽  
Guided Instruction ◽  
Children's Mathematical Thinking ◽  
Children’S Thinking

This study examined changes in the beliefs and instruction of 21 primary grade teachers over a 4-year period in which the teachers participated in a CGI (Cognitively Guided Instruction) teacher development program that focused on helping the teachers understand the development of children's mathematical thinking by interacting with a specific research-based model. Over the 4 years, there were fundamental changes in the beliefs and instruction of 18 teachers such that the teachers' role evolved from demonstrating procedures to helping children build on their mathematical thinking by engaging them in a variety of problem-solving situations and encouraging them to talk about their mathematical thinking. Changes in the instruction of individual teachers were directly related to changes in their students' achievement. For every teacher, class achievement in concepts and problem solving was higher at the end of the study than at the beginning. In spite of the shift in emphasis from skills to concepts and problem solving, there was no overall change in computational performance. The findings suggest that developing an understanding of children's mathematical thinking can be a productive basis for helping teachers to make the fundamental changes called for in current reform recommendations.

How many bees? How many flies?

2011 ◽  
Vol 18 (3) ◽  
pp. 208
Author(s):  
Alexandra Davis
Keyword(s):  
Mathematical Thinking ◽  
Children’S Mathematical Thinking ◽  
Teacher Reflections ◽  
Children's Mathematical Thinking

Descriptive narratives and teacher reflections highlight children's mathematical thinking and learning. Watching children's actions and gestures, as well as listening to their mathematical conversations as they work, gives adults insight about interesting strategies, alternative representations, and sources of difficulty.

Between the Big Trees: A Project-based Approach to Investigating Shape and Spatial Thinking in a Kindergarten Program

2017 ◽  
Vol 42 (1) ◽  
pp. 94-104 ◽  
Author(s):  
Caroline Cohrssen ◽  
Ben De Quadros-Wander ◽  
Jane Page ◽  
Suzana Klarin
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Mathematical Thinking ◽  
Three Dimensional ◽  
Spatial Thinking ◽  
Spatial Concepts ◽  
Informal Curriculum ◽  
Related Language ◽  
Children’S Mathematical Thinking ◽  
Children's Mathematical Thinking

SUPPORT FOR CHILDREN'S EMERGING mathematical thinking is a characteristic of high-quality early childhood education. Young children's spatial thinking, an important component of mathematical thinking, is both innate and influenced by experience. Since spatial thinking contributes to children's mathematical thinking, it is important for children to engage in activities that support this learning. Early childhood educators are calling for guidance in how to support children's mathematical thinking in the context of an informal curriculum. In this paper, we describe how a project-based approach to mathematics teaching and learning provided a range of opportunities for children to investigate and rehearse understandings of two- and three-dimensional (2D and 3D) shapes and spatial thinking within the context of a project that was of ‘real world’ interest to the children. By intentionally embedding multiple opportunities for children to explore shapes and spatial thinking in a sequence of core learning experiences and complementary experiences, educators provided children with opportunities to rehearse shape and spatial concepts and related language in differing ways. Opportunities for formative assessment of children's learning are also discussed.

Reviews: Complementary Perspectives

1984 ◽  
Vol 15 (3) ◽  
pp. 229-234
Author(s):  
James Hiebert
Keyword(s):  
Mathematical Thinking ◽  
Current Interest ◽  
Approaches To Studying ◽  
Broad Field ◽  
Children’S Mathematical Thinking ◽  
Mathematics Educators ◽  
And Mathematics ◽  
Children's Mathematical Thinking ◽  
Major Reference

As suggested by the titles, the chapters in all three books deal with children's mathematical thinking and learning. The authors are leading psychologists and mathematics educators in this broad field of research, and the volumes present some of the most comprehensive, systematic, and careful research recently conducted on problems of current interest in the field. There is no question that these books will serve as major reference works for those interested in research on the learning of mathematics. With some exceptions, the volume edited by Lesh and Landau presents work of mathematics educators, and the volumes edited by Brainerd and by Ginsburg contain work of cognitive psychologists. The three volumes were selected for a single review because they represent significant approaches to studying a common problem—children's mathematical thinking and learning.

Connecting Children's Mathematical Thinking with Family and Community Knowledge in Mathematics Instruction

2017 ◽  
Vol 23 (6) ◽  
pp. 326-328 ◽  
Author(s):  
Tonya Bartell ◽  
Erin E. Turner ◽  
Julia Marie Aguirre ◽  
Corey Drake ◽  
Mary Q. Foote ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Mathematics Instruction ◽  
Mathematical Thinking ◽  
Community Knowledge ◽  
Children’S Mathematical Thinking ◽  
Children's Mathematical Thinking

This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.

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