| Record ID | marc_loc_updates/v36.i45.records.utf8:7546798:1234 |
| Source | Library of Congress |
| Download Link | /show-records/marc_loc_updates/v36.i45.records.utf8:7546798:1234?format=raw |
LEADER: 01234nam a22002538a 4500
001 2008047626
003 DLC
005 20081107143108.0
008 081107s2009 nhu b 000 0 eng
010 $a 2008047626
020 $a9780325026565 (pbk. : alk. paper)
020 $a0325026564 (pbk. : alk. paper)
040 $aDLC$cDLC
050 00 $aQA11.2$b.L45 2009
082 00 $a510.71$222
100 1 $aLeinwandá, Steven.
245 10 $aAccessible mathematics :$bten instructional shifts that raise student achievement /$cSteven Leinwandá.
260 $aPortsmouth, NH :$bHeinemann,$cc2009.
263 $a0903
300 $ap. cm.
504 $aIncludes bibliographical references.
505 0 $aWe've got most of the answers -- Ready, set, review -- It is not hard to figure out why reading works better than math -- Picture it, draw it -- Language-rich classes -- Building number sense -- Milking the data -- How big, how far, how much? -- Just don't do it! -- Putting it all in context -- Just ask them "why?" -- Punting is simply no longer acceptable -- We all have a role to play and teachers can't do it alone -- Conclusion : instructional productivity.
650 0 $aMathematics$xStudy and teaching.
650 0 $aEffective teaching.