MARC Record from harvard_bibliographic_metadata

LEADER: 03198cam a2200325 a 4500
001 012175075-2
005 20070306182223.0
008 990122s1999 njua b 001 0 eng
010 $a 99017343
020 $a0805830278 (cloth : alk. paper)
020 $a0805830286 (pbk. : alk. paper)
035 0 $aocm40734885
040 $aDLC$cDLC$dDLC
050 00 $aQA11$b.M37537 1999
082 00 $a510.71$221
245 00 $aMathematics classrooms that promote understanding /$cedited by Elizabeth Fennema, Thomas A. Romberg.
260 $aMahwah, N.J. :$bLawrence Erlbaum Associates,$c1999.
300 $axii, 204 p. :$bill. ;$c24 cm.
490 1 $aThe studies in mathematical thinking and learning series
504 $aIncludes bibliographical references and indexes.
505 00 $tMathematics worth teaching, mathematics worth understanding /$rThomas A. Romberg and James J. Kaput --$tTeaching and learning mathematics with understanding /$rThomas P. Carpenter and Richard Lehrer --$tEquity as a value-added dimension in teaching for understanding in school mathematics /$rWalter G. Secada and Patricia Williams Berman --$tLearning basic number concepts and skills as problem solving /$rThomas P. Carpenter ... [et al.] --$tBuilding on children's intuitions to develop mathematical understanding of space /$rRichard Lehrer ... [et al.] --$tPromoting learning in middle-grades mathematics /$rJudith Sowder and Randolph Philipp --$tUnderstanding of statistics /$rSusanne P. Lajoie --$tTeaching and learning a new algebra /$rJames J. Kaput --$tAssessment in classrooms that promote understanding /$rMary C. Shafer and Thomas A. Romberg --$tCreating classrooms that promote understanding /$rElizabeth Fennema, Judith Sowder, and Thomas P. Carpenter.
520 1 $a"Mathematics Classrooms That Promote Understanding synthesizes the implications of research done by the National Center for Research in Mathematical Sciences by integrating two somewhat diverse bodies of scholarly inquiry: the study of teaching and the study of learning mathematics."
520 8 $a"This research was organized around content domains and/or continuing issues of education, such as equity and assessment of learning, and was guided by two common goals - defining mathematics content of the K-12 curriculum in light of the changing mathematical needs of citizens for the 21st century, and identifying common components of classrooms that enable students to learn the redefined mathematics with understanding. To accomplish these goals, classrooms in which instruction facilitated the growth of understanding were established or studied. This volume reports and discusses the findings that grew out of this research, and subsequent papers and discussions among the scholars engaged in the endeavor."
520 8 $a"Researchers, mathematics supervisors, teachers, policymakers, graduate students, and the general lay public interested in mathematics education will find this book timely and relevant."--Jacket.
650 0 $aMathematics$xStudy and teaching.
700 1 $aFennema, Elizabeth.
700 1 $aRomberg, Thomas A.
830 0 $aStudies in mathematical thinking and learning.
988 $a20100112
906 $0DLC