Mathematics Learning in Early Childhood


Book Description

Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.




McGraw-Hill Math Grade 2


Book Description

***IF YOU WANT TO UPDATE THE INFORMATION ON YOUR TITLE SHEET, THEN YOU MUST UPDATE COPY IN THE "PRODUCT INFORMATION COPY" FIELD. COPY IN THE "TIPSHEET COPY" FIELD DOES NOT APPEAR ON TITLE SHEETS.*** From McGraw-Hill: the teachers' and parents' most trusted source for first-rate educational materials! Student-friendly math activity books for home study, with little or no parental guidance needed. About the Book Each book in this series helps primary-school students learn and practice basic math skills they'll need in the classroom and on standardized NCLB tests. Printed in 4-color throughout; with numerous special high-interest features. Key Selling Features Attractive 4-color page design creates a student-friendly learning experience. All pages are filled to the brim with activities for maximum educational value. High-interest features and real-world applications enliven the learning experience and hold student interest Week-by-week summer study plans support use as a "summer bridge" learning and reinforcement program. All content aligned to state and national standards Instructional content is scaffolded; students are shown examples, then prompted through the process of solving problems independently. Complete review of Grade 2 math aligned to the new "common core" state standards Week-by-week study plans support use as "summer bridge" program for children entering Grade 2 Drill and practice to reinforce learning Market / Audience The market for these books consists of parents who are anxious because their children have to take NCLB tests or because their children are falling behind in school. Other parents will buy the books simply because their children need or want additional practice to reinforce school-taught skills. Sales for this type of workbook always peak in late spring when parents look for "summer bridge" study aids. A week-by-week summer study plan included in the book supports this use.













Building the Foundation: Whole Numbers in the Primary Grades


Book Description

This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account. One of the main challenges of designing the first ICMI primary school study of this kind is the complex nature of mathematics at the early level. Accordingly, a focus area that is central to the discussion was chosen, together with a number of related questions. The broad area of Whole Number Arithmetic (WNA), including operations and relations and arithmetic word problems, forms the core content of all primary mathematics curricula. The study of this core content area is often regarded as foundational for later mathematics learning. However, the principles and main goals of instruction on the foundational concepts and skills in WNA are far from universally agreed upon, and practice varies substantially from country to country. As such, this study presents a meta-level analysis and synthesis of what is currently known about WNA, providing a useful base from which to gauge gaps and shortcomings, as well as an opportunity to learn from the practices of different countries and contexts.




What Lies Ahead for America's Children and Their Schools


Book Description

The coming decade holds immense potential for dramatic improvement in U.S. education and in the achievement of American children and in this volume, members of the Hoover Institution’s Koret Task Force on K–12 Education examine both the potential gains and the pitfalls that lie ahead, informed by where U.S. education has been, what changes have been made in recent years, and what’s still required for the comprehensive overhaul that this vital enterprise so urgently needs. Looking backward is infinitely easier than predicting the future, but planning for the future is necessary if anything is to change and by analyzing the recent past and present condition of American primary and secondary school education across a host of key topics, task force members in this volume chart a bold course for the years ahead. Optimistic about the opportunities at hand, they identify essential—and feasible—reforms as well as the barriers that must be overcome if those changes are to occur. They offer high-quality scholarship and thoughtful prescriptions for productive policy alternatives.




Who Gets In?


Book Description

When it comes to the hotly disputed topic of college admissions, the one thing everyone agrees about is that it’s unfair. But there is little agreement on what a fair process would be. Rebecca Zwick takes a hard look at the high-stakes competition of U.S. college admissions today. Illustrating her points using analyses of survey data from applicants to the nation’s top colleges and universities, she assesses the goals of different admissions systems and the fairness of criteria—from high school grades and standardized test scores to race, socioeconomic status, and students’ academic aspirations. The demographic makeup of the class and the educational outcomes of its students can vary substantially, depending upon how an institution approaches its task. Who Gets In? considers the merits and flaws of competing approaches and demonstrates that admissions policies can sometimes fail to produce the desired results. For example, some nontraditional selection methods can hurt more than help the students they are intended to benefit. As Zwick shows, there is no objective way to evaluate admissions systems—no universal definition of student merit or blanket entitlement to attend college. Some schools may hope to attract well-rounded students, while others will focus on specific academic strengths. What matters most is that a school’s admissions policy reflects its particular educational philosophy. Colleges should be free to include socioeconomic and racial preferences among their admissions criteria, Zwick contends, but they should strive for transparency about the factors they use to evaluate applicants.