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After studying the video clips on this CD, you will be able to better understand the ways individual children approach math problems, get to know the unique and creative ways children think mathematically, and recognize the best ways to support their developing comprehension.This CD contains 25 video clips. The mathematics content of the clips is early number, place value, and rational number. Some clips show children in Grades 1-5 solving problems; others show problem solving in classrooms. A few clips were designed to illustrate interviewing children to assess their mathematical thinking. A video guide containing suggestions for using each video clip and reflection questions accompanies the CD.For prospective and practicing elementary school teachers and administration.
Table of Contents
|Time: 2:56, Grade: 1 Three strategies for solving a missing-addend problem|
|Time: 10:00, Grade: 2 Story problems of seven types|
|Time: 5:42, Grade: 2 One child with three approaches for 70 - 23|
|Time: 1:11, Grade: 2 Invented strategy for 47 - 39|
|Time: 1:23, Grade: 3 12 tens in 120; 3 tens, 32 ones in 32; 316 ones in 316|
|Time: 1:54, Grade: 5 6 x 12; 12 x 12, using number sense|
|Time 7:21, Grade: 3 Child confused about 10 hundred versus 110 in interview by 2 PSTs|
|Time: 5:19, Grade: 3, 5 Adding decimal numbers without understanding|
|Megan & Donna|
|Time: 2:31, Grade: 5 Appending zeros to compare decimals; representing decimal numbers with blocks|
|Time: 1:26, Grade: 5 Using pictures to solve 4 - .7|
|Time: 7:08, Grade: 5 Fraction assessment|
|Time: 3:25, Grade 5 1/7 > 2/7, less "out of" the whole; clip from Children's Mathematical Thinking Experience|
|Time: 6:21, Grade: 5 Conceptual/procedural|
|Felisha Grade 4|
|Time 2:29, Grade: 4 Role of the unit|
|Felisha Grade 2|
|Time: 1:39, Grade: 2 Making sense of fractions|
|Time: 1:29, Grade: 6 Role of the unit in 1 1/2 divide; 1/3|
|Grade 1 Class|
|Time: 7:24, Grade: 1 Sharing of story-problem solutions, whole class|
|Grade 2 Class|
|Time: 14:43, Grade: 2 Small group solving problems with 10s|
|Grade 3-4 Class|
|Time: 4:52, Grade: 3-4 192,000: 19,200 tens/1,920 hundreds|
|Time: 1:27, Grade: 1 Interview introduction|
|Time: 3:41, Grade: 2 Interview Introduction|
|Time 1:17, Grade: 2 Using blocks to model a problem|
|Time: 1:00, Grade: 2 Sharing context for 15 divide; 3 and 18 divide; 3|
|Time: 8:13, Grade 2 Interviewing issues, wait time, tools|
|Time: 0:54, Grade: 5 Correct answer, no sense|
|Table of Contents provided by Publisher. All Rights Reserved.|