Responsive Teaching from the Inside Out: Teaching Base Ten to Young ChildrenReport as inadecuate




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Investigations in Mathematics Learning, v7 n1 p23-53 Fall 2014

Decision making during instruction that is responsive to children's mathematical thinking is examined reflexively by the researcher in the context of teaching second graders. Focus is on exploring how the research base on learning informs teaching decisions that are oriented to building on children's sound conceptions. The development of four children's understanding of base ten over a ten-week period is tracked.

Descriptors: Mathematics Instruction, Young Children, Mathematical Logic, Grade 2, Elementary School Students, Elementary School Mathematics, Mathematical Concepts, Concept Formation, Comprehension, Problem Solving, At Risk Students, Teaching Methods, Learning Strategies

Research Council on Mathematics Learning. Web site: http://web.unlv.edu/RCML/journal.html





Author: Empson, Susan B.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1507&id=EJ1052940







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