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1st Grade Math Standards NC: A Comprehensive Guide to Effective Teaching Methodologies
Author: Dr. Emily Carter, PhD in Educational Psychology, specializing in early childhood mathematics education and curriculum development. Dr. Carter has over 15 years of experience working with elementary school teachers in North Carolina, providing professional development focused on implementing the 1st grade math standards NC.
Publisher: NC Education Publishing, a leading publisher of educational resources specifically tailored to the North Carolina curriculum. They have a dedicated team of experienced educators and curriculum specialists.
Editor: Ms. Sarah Chen, M.Ed in Curriculum and Instruction, with 10 years of experience editing educational materials and ensuring alignment with state standards.
Keywords: 1st grade math standards NC, North Carolina 1st grade math, elementary math NC, first grade math curriculum NC, NC essential standards math 1st grade, teaching 1st grade math NC, 1st grade math strategies NC, effective teaching 1st grade math NC, math interventions 1st grade NC, assessment 1st grade math NC.
Introduction:
Navigating the world of 1st grade math standards NC can be challenging for both educators and parents. This comprehensive guide delves into the specific standards, exploring various effective teaching methodologies and approaches to help students develop a strong foundation in mathematics. Understanding the 1st grade math standards NC is crucial for fostering a love of learning and ensuring students are equipped for future mathematical success. We will cover key areas within the 1st grade math standards NC, including number sense, operations, geometry, measurement, and data analysis. This detailed exploration of the 1st grade math standards NC will provide practical strategies for implementation in the classroom.
1. Number Sense and Operations:
The 1st grade math standards NC heavily emphasize developing a strong number sense. This includes understanding place value (tens and ones), comparing and ordering numbers, composing and decomposing numbers, and representing numbers in various ways (e.g., using manipulatives, drawings, number lines). Effective methodologies for teaching these concepts include:
Manipulatives: Using concrete materials like base-ten blocks, counters, and number lines allows students to visualize and manipulate numbers, making abstract concepts more accessible.
Games and Activities: Incorporating games and activities, such as dice games, card sorting, and number puzzles, makes learning fun and engaging.
Real-world Connections: Connecting mathematical concepts to real-world situations, such as counting objects, sharing items, and measuring lengths, enhances understanding and relevance.
Operations in 1st grade focus on addition and subtraction within 20. Students should develop fluency in these operations, understanding both the procedures and the underlying concepts. Effective strategies include:
Number Bonds: Using number bonds to represent the relationship between parts and a whole helps students understand the composition and decomposition of numbers.
Fact Families: Exploring fact families (e.g., 5 + 3 = 8, 3 + 5 = 8, 8 - 3 = 5, 8 - 5 = 3) strengthens understanding of the inverse relationship between addition and subtraction.
Story Problems: Solving word problems helps students apply their knowledge of addition and subtraction to real-world scenarios.
2. Geometry and Measurement:
The 1st grade math standards NC introduce basic geometric shapes and measurement concepts. Students learn to identify and classify shapes (e.g., circles, squares, triangles, rectangles), and compare their attributes (e.g., sides, corners). Measurement focuses on length and comparison using non-standard units. Effective teaching approaches include:
Hands-on Activities: Using manipulatives such as pattern blocks and geoboards allows students to explore shapes and their properties.
Real-world Objects: Identifying shapes in the environment (e.g., windows, doors, boxes) helps connect geometric concepts to everyday life.
Measuring with Non-standard Units: Using non-standard units like paperclips or blocks to measure length develops an understanding of measurement before introducing standard units.
3. Data Analysis:
1st grade math standards NC also introduce basic data analysis skills. Students learn to organize, represent, and interpret data using picture graphs and bar graphs. Effective teaching approaches include:
Real-world Data: Collecting data on topics that are relevant to students (e.g., favorite colors, pets) makes the activity more engaging.
Creating Graphs: Having students create their own graphs helps them understand the process of data representation.
Interpreting Graphs: Asking students to interpret graphs helps them develop skills in analyzing and drawing conclusions from data.
4. Assessment and Differentiation:
Regular assessment is crucial to monitor student progress and identify areas needing further support. Formative assessments, such as observations, questioning, and exit tickets, provide ongoing feedback. Summative assessments, such as unit tests, offer a broader picture of student understanding. Differentiation is essential to cater to the diverse learning needs of all students. This can involve providing varied levels of support, using different instructional materials, and adjusting the pace of instruction.
5. Technology Integration in Teaching 1st Grade Math Standards NC:
Technology can play a valuable role in enhancing the teaching and learning of 1st grade math standards NC. Interactive math games, educational apps, and online simulations can make learning more engaging and accessible. However, it's crucial to use technology purposefully and strategically to supplement, not replace, effective teaching practices.
Conclusion:
Mastering the 1st grade math standards NC requires a multifaceted approach that combines strong pedagogical knowledge, engaging teaching strategies, and ongoing assessment. By using a variety of methods, integrating technology thoughtfully, and differentiating instruction to meet the needs of all learners, educators can help students build a solid mathematical foundation, fostering a lifelong love of learning and preparing them for future academic success. Consistent focus on the 1st grade math standards NC ensures students are well-prepared for the challenges of higher-grade mathematics.
FAQs:
1. What are the main topics covered in 1st grade math standards NC? The main topics include number sense and operations (addition and subtraction within 20), geometry (identifying and classifying shapes), measurement (length using non-standard units), and data analysis (creating and interpreting simple graphs).
2. What resources are available to help teachers teach the 1st grade math standards NC? Numerous resources are available, including the official North Carolina Standard Course of Study, online learning platforms, and commercially published textbooks aligned with the 1st grade math standards NC.
3. How can parents support their child's learning of 1st grade math standards NC? Parents can support their child by engaging in math-related activities at home, such as counting, sorting, and playing math games.
4. What are some common challenges faced when teaching 1st grade math standards NC? Common challenges include students struggling with number sense, difficulty with word problems, and diverse learning needs among students.
5. How can I differentiate instruction to meet the needs of all students in my 1st grade math class? Differentiation involves adjusting the pace, complexity, and support provided to individual students based on their learning needs.
6. What types of assessments are used to measure student understanding of 1st grade math standards NC? Assessments include formative assessments (observations, questioning, exit tickets) and summative assessments (unit tests).
7. What is the role of manipulatives in teaching 1st grade math standards NC? Manipulatives are essential tools for making abstract mathematical concepts concrete and accessible to young learners.
8. How can technology be effectively integrated into teaching 1st grade math standards NC? Technology can enhance learning through interactive games, educational apps, and online simulations, but should complement, not replace, effective teaching practices.
9. Where can I find further information about the 1st grade math standards NC? The North Carolina Department of Public Instruction website is an excellent resource for the most up-to-date information.
Related Articles:
1. Developing Number Sense in 1st Grade: This article explores strategies for building a strong foundation in number sense, crucial for success in 1st grade math standards NC.
2. Effective Strategies for Teaching Addition and Subtraction in 1st Grade: This article focuses on proven techniques for teaching addition and subtraction within 20, a key component of the 1st grade math standards NC.
3. Integrating Geometry and Measurement in 1st Grade: This article explores hands-on activities and real-world applications to teach geometry and measurement concepts aligned with the 1st grade math standards NC.
4. Data Analysis for Young Learners: A 1st Grade Approach: This article provides practical strategies for teaching data analysis using picture graphs and bar graphs, addressing the 1st grade math standards NC.
5. Assessment and Differentiation in 1st Grade Math: This article discusses various assessment methods and differentiation strategies to meet the diverse needs of 1st-grade students learning the NC standards.
6. Using Manipulatives to Teach 1st Grade Math: This article emphasizes the importance of manipulatives and provides examples of their effective use in teaching the 1st grade math standards NC.
7. Technology Integration in 1st Grade Math Instruction: This article explores the role of technology in enhancing the teaching and learning of 1st grade math standards NC.
8. Addressing Common Challenges in Teaching 1st Grade Math: This article provides solutions and support for common difficulties encountered while teaching the 1st grade math standards NC.
9. Parent Involvement in 1st Grade Math Success: This article offers suggestions for parents to support their child's learning and understanding of the 1st grade math standards NC.
| 1st grade math standards nc: Uncovering Student Thinking About Mathematics in the Common Core, Grades 6-8 Cheryl Rose Tobey, Carolyn B. Arline, 2013-10-03 Pinpoint and reverse math misconceptions with laser-like accuracy Here’s the middle-grades math resource you’ve been waiting for! Bestselling authors Cheryl Tobey and Carolyn Arline are back with 25 entirely new assessment probes that pinpoint subconcepts within the new Common Core Standards for Mathematics to promote deep learning and expert math instruction. Learn to ask the right questions to uncover common student misconceptions. Get practical instructional ideas that build new and accurate skills--while learning is already underway. It’s all here in this detailed and grade-level specific guide. Organized by strand, the probes will enable you to: Quickly and objectively evaluate common misconceptions around fractions and decimals, linear equations, ratios and percents, statistics, and more Systematically address conceptual misunderstandings and procedural mistakes--before they become long-term problems Help students better understand areas of difficulty Plan targeted instruction that builds on students’ current understandings while addressing areas of struggle Master the essential CCSM mathematical processes and proficiencies for Grades 6-8 You’ll find sample student responses, extensive Teacher Notes, and research-based tips and resources. Eliminate the guesswork and join thousands of busy middle-grades teachers who’ve used these easy-to-implement tools to foster solid math proficiency! This book will definitely help mathematics teachers now that the CCSS are becoming such a big part of our teaching. —Debra A. Scarpelli, Middle School Mathematics Teacher RIMLE President, PARCC/CCSS ELC Cadre for Rhode Island, and Adjunct Professor |
| 1st grade math standards nc: Uncovering Student Thinking About Mathematics in the Common Core, Grades K2 Cheryl Rose Tobey, Emily R. Fagan, 2013-06-12 Get to the core of your students’ understanding of math! Quickly and reliably identify your primary students’ math knowledge with these convenient and easy-to-implement diagnostic tools! Tobey and Fagan provide 25 new assessments specifically for Grades K–2 and directly aligned with the Common Core. Organized by strand, the probes will enable you to: Quickly and objectively evaluate each child’s prior knowledge of basic math and numeracy Systematically address common mistakes and obstacles before they become long-term problems Make sound instructional choices to improve all students’ math skills |
| 1st grade math standards nc: Uncovering Student Thinking About Mathematics in the Common Core, Grades 3-5 Cheryl Rose Tobey, Emily R. Fagan, 2013-11-27 Take the guesswork out of grades 3-5 math assessment! Quickly pinpoint and reverse your students’ common math difficulties with this detailed and easy-to-follow resource from best-selling authors Cheryl Tobey and Carolyn Arline. Twenty research-based assessment probes help you ask the right questions to uncover just where your students get confused – while learning is already underway. These CCSM-aligned probes eliminate all guesswork and will help you: Systematically address conceptual and procedural mistakes Plan targeted instruction and remediation in multiplication and division, problem solving, the four operations, factorization, and beyond Master essential CCSM mathematical processes and proficiencies for Grades 3-5 |
| 1st grade math standards nc: Mathematics Framework for California Public Schools California. Curriculum Development and Supplemental Materials Commission, 1999 |
| 1st grade math standards nc: Teaching in the Standards-based Classroom , 2001 Virtually every national standards document, every state framework, and every local set of standards calls for fundamental changes in what and how teachers teach. The challenge for teachers is to implement the vision for mathematics and science classrooms called for in the standards. This issue describes that vision and suggests ways to use the standards mandated in your school to improve your practice--to help you teach in your standards-based classroom. |
| 1st grade math standards nc: Mathematics Learning in Early Childhood National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Early Childhood Mathematics, 2009-12-13 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. |
| 1st grade math standards nc: Guided Math Lessons in First Grade Nicki Newton, 2021-07-15 Guided Math Lessons in First Grade provides detailed lessons to help you bring guided math groups to life. Based on the bestselling Guided Math in Action, this practical book offers 16 lessons, taught in a round of 3—concrete, pictorial, and abstract. The lessons are based on the priority standards and cover fluency, word problems, operations and algebraic thinking, and place value. Author Dr. Nicki Newton shows you the content as well as the practices and processes that should be worked on in the lessons, so that students not only learn the content but also how to solve problems, reason, communicate their thinking, model, use tools, use precise language, and see structure and patterns. Throughout the book, you’ll find tools, templates, and blackline masters so that you can instantly adapt the lesson to your specific needs and use it right away. With the easy-to-follow plans in this book, students can work more effectively in small guided math groups—and have loads of fun along the way! |
| 1st grade math standards nc: ENC Focus , 2000 |
| 1st grade math standards nc: Mathematics Learning in Early Childhood National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Early Childhood Mathematics, 2009-11-13 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. |
| 1st grade math standards nc: Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8 Jennifer M. Bay-Williams, John J. SanGiovanni, 2021-03-11 Because fluency practice is not a worksheet. Fluency in mathematics is more than adeptly using basic facts or implementing algorithms. Real fluency involves reasoning and creativity, and it varies by the situation at hand. Figuring Out Fluency in Mathematics Teaching and Learning offers educators the inspiration to develop a deeper understanding of procedural fluency, along with a plethora of pragmatic tools for shifting classrooms toward a fluency approach. In a friendly and accessible style, this hands-on guide empowers educators to support students in acquiring the repertoire of reasoning strategies necessary to becoming versatile and nimble mathematical thinkers. It includes: Seven Significant Strategies to teach to students as they work toward procedural fluency. Activities, fluency routines, and games that encourage learning the efficiency, flexibility, and accuracy essential to real fluency. Reflection questions, connections to mathematical standards, and techniques for assessing all components of fluency. Suggestions for engaging families in understanding and supporting fluency. Fluency is more than a toolbox of strategies to choose from; it’s also a matter of equity and access for all learners. Give your students the knowledge and power to become confident mathematical thinkers. |
| 1st grade math standards nc: Common Core Mathematics Standards and Implementing Digital Technologies Polly, Drew, 2013-05-31 Standards in the American education system are traditionally handled on a state-by-state basis, which can differ significantly from one region of the country to the next. Recently, initiatives proposed at the federal level have attempted to bridge this gap. Common Core Mathematics Standards and Implementing Digital Technologies provides a critical discussion of educational standards in mathematics and how communication technologies can support the implementation of common practices across state lines. Leaders in the fields of mathematics education and educational technology will find an examination of the Common Core State Standards in Mathematics through concrete examples, current research, and best practices for teaching all students regardless of grade level or regional location. This book is part of the Advances in Educational Technologies and Instructional Design series collection. |
| 1st grade math standards nc: Overview of Testing/standards and Assessments in the States United States. Congress. House. Committee on Education and the Workforce, 1999 |
| 1st grade math standards nc: The First Sourcebook on Asian Research in Mathematics Education - 2 Volumes Bharath Sriraman, Jinfa Cai, Kyeonghwa Lee, Lianghuo Fan, Yoshinori Shimizu, Chap Sam Lim, K. Subramaniam, 2015-08-01 Mathematics and Science education have both grown in fertile directions in different geographic regions. Yet, the mainstream discourse in international handbooks does not lend voice to developments in cognition, curriculum, teacher development, assessment, policy and implementation of mathematics and science in many countries. Paradoxically, in spite of advances in information technology and the “flat earth” syndrome, old distinctions and biases between different groups of researcher’s persist. In addition limited accessibility to conferences and journals also contribute to this problem. The International Sourcebooks in Mathematics and Science Education focus on under-represented regions of the world and provides a platform for researchers to showcase their research and development in areas within mathematics and science education. The First Sourcebook on Asian Research in Mathematics Education: China, Korea, Singapore, Japan, Malaysia and India provides the first synthesized treatment of mathematics education that has both developed and is now prominently emerging in the Asian and South Asian world. The book is organized in sections coordinated by leaders in mathematics education in these countries and editorial teams for each country affiliated with them. The purpose of unique sourcebook is to both consolidate and survey the established body of research in these countries with findings that have influenced ongoing research agendas and informed practices in Europe, North America (and other countries) in addition to serving as a platform to showcase existing research that has shaped teacher education, curricula and policy in these Asian countries. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside Asia, and complement the Nordic and NCTM perspectives. |
| 1st grade math standards nc: Math Success, Grade 1 , 2008-08-26 Provide focused practice for first graders in areas such as place value, addition, subtraction, measurement, shapes, and word problems. Grade-appropriate flash cards, completion chart, and skills matrix are also provided. Meets NCTM standards |
| 1st grade math standards nc: Differentiating Math Instruction William N. Bender, 2009-03-17 With recommendations based on the 2008 National Mathematics Advisory Panel report, this updated resource provides classroom-ready strategies for differentiating math instruction. |
| 1st grade math standards nc: Mathematical Learning and Cognition in Early Childhood Katherine M. Robinson, Helena P. Osana, Donna Kotsopoulos, 2019-05-07 This book explores mathematical learning and cognition in early childhood from interdisciplinary perspectives, including developmental psychology, neuroscience, cognitive psychology, and education. It examines how infants and young children develop numerical and mathematical skills, why some children struggle to acquire basic abilities, and how parents, caregivers, and early childhood educators can promote early mathematical development. The first section of the book focuses on infancy and toddlerhood with a particular emphasis on the home environment and how parents can foster early mathematical skills to prepare their children for formal schooling. The second section examines topics in preschool and kindergarten, such as the development of counting procedures and principles, the use of mathematics manipulatives in instruction, and the impacts of early intervention. The final part of the book focuses on particular instructional approaches in the elementary school years, such as different additive concepts, schema-based instruction, and methods of division. Chapters analyze the ways children learn to think about, work with, and master the language of mathematical concepts, as well as provide effective approaches to screening and intervention. Included among the topics: The relationship between early gender differences and future mathematical learning and participation. The connection between mathematical and computational thinking. Patterning abilities in young children. Supporting children with learning difficulties and intellectual disabilities. The effectiveness of tablets as elementary mathematics education tools. Mathematical Learning and Cognition in Early Childhood is an essential resource for researchers, graduate students, and professionals in infancy and early childhood development, child and school psychology, neuroscience, mathematics education, educational psychology, and social work. |
| 1st grade math standards nc: Understanding the Math You Teach Anita C. Burris, 2005 Teaching strategies are grounded in the NCTM standards and illustrated with real student work. In addition, the author provides a full range of concrete developmental activities that encourage future teachers to make math make sense for themselves as well as for their students.Believing that teachers who are comfortable with mathematics develop learners who are comfortable with mathematics, this author empowers preservice preK-4 teachers to teach math confidently by laying a solid foundation of math concepts, and building on that foundation with engaging, meaningful, standards-based teaching methods. Integrated in this unique combined approach to teaching mathematics is a thorough discussion of math manipulatives, as well as the use of technologycomputer and otherwiseto assist today's mathematics teacher.For educators, aids, and parents responsible for teaching Pre-K to fourth grade math. |
| 1st grade math standards nc: Math Instruction for Students with Learning Problems Susan Perry Gurganus, 2017-02-24 Math Instruction for Students with Learning Problems, Second Edition provides a research-based approach to mathematics instruction designed to build confidence and competence in pre- and in-service PreK–12 teachers. This core textbook addresses teacher and student attitudes toward mathematics, as well as language issues, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. The material is rich with opportunities for class activities and field extensions, and the second edition has been fully updated to reference both NCTM and CCSSM standards throughout the text and includes an entirely new chapter on measurement and data analysis. |
| 1st grade math standards nc: North Carolina Public Schools , 1954 |
| 1st grade math standards nc: Resources in Education , 2001 |
| 1st grade math standards nc: Teaching As Leadership Teach For America, Steven Farr, 2010-02-02 A road map for teachers who strive to be highly effective leaders in our nation's classrooms Teach For America has fought the daunting battle of educational equity for the last twenty years. Based on evidence from classrooms across the country, they've discovered much about effective teaching practice, and distilled these findings into the six principles presented in this book. The Teaching As Leadership framework inspires teachers to: Set Big Goals; Invest Students and Their Families; Plan Purposefully; Execute Effectively; Continuously Increase Effectiveness; Work Relentlessly. The results are better educational outcomes for our nation's children, particularly those who live in low-income communities. Inspires educators to be leaders in their classrooms and schools Demystifies what it means to be an effective teacher, describes key elements of practice and provides a clear vision of success Addresses the challenges every teacher, in every classroom, faces on a daily basis An accompanying website includes a wealth of tools, videos, sample lessons, discussion boards, and case studies. |
| 1st grade math standards nc: Education Reform in the American States Jerry McBeath, Maria Elena Reyes, Mary Ehrlander, 2008-04-01 Education Reform in the American States is a timely evaluation of the accountability movement in American public education, culminating in the No Child Left Behind Act, federal legislation of 2002. The authors treat the current accountability movement, placing it in historical context and addressing the evolution in public education policymaking from the overwhelming emphasis on state and local discretion to increasing federal oversight and mandates related to federal funding. They provide case studies of the educational accountability movements in nine states and analyze the factors and forces which explain progress in achievement levels as measured on standardized tests and the states' prospects for meeting their NCLB targets. The book and the individual case studies acknowledge the merits of NCLB while exposing several significant flaws and unintended harmful consequences of the act, particularly its incentives for states to lower their standards in order to meet annual yearly progress targets and its threat to withdraw federal funds from districts with the highest percentage of disadvantaged students. The audience for this study includes local, state and federal education policy makers; administrators and instructors in schools of education and other teaching programs, educators; and the general public. |
| 1st grade math standards nc: Helping Children Learn Mathematics National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Mathematics Learning Study Committee, 2002-07-31 Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society. |
| 1st grade math standards nc: Ohio SchoolNet Software Review Project , 1998 |
| 1st grade math standards nc: Summary of State Reports , 1980 |
| 1st grade math standards nc: Summary of State Reports White House Conference on Families, 1980 |
| 1st grade math standards nc: Second Handbook of Research on Mathematics Teaching and Learning Frank K. Lester, 2007-02-01 The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community. |
| 1st grade math standards nc: Mathematical Reasoning of Children and Adults Alina Galvão Spinillo, Síntria Labres Lautert, Rute Elizabete de Souza Rosa Borba, 2021-05-24 This book adopts an interdisciplinary approach to investigate the development of mathematical reasoning in both children and adults and to show how understanding the learner’s cognitive processes can help teachers develop better strategies to teach mathematics. This contributed volume departs from the interdisciplinary field of psychology of mathematics education and brings together contributions by researchers from different fields and disciplines, such as cognitive psychology, neuroscience and mathematics education. The chapters are presented in the light of the three instances that permeate the entire book: the learner, the teacher, and the teaching and learning process. Some of the chapters analyse the didactic challenges that teachers face in the classroom, such as how to interpret students' reasoning, the use of digital technologies, and their knowledge about mathematics. Other chapters examine students' opinions about mathematics, and others analyse the ways in which students solve situations that involve basic and complex mathematical concepts. The approaches adopted in the description and interpretation of the data obtained in the studies documented in this book point out the limits, the development, and the possibilities of students' thinking, and present didactic and cognitive perspectives to the learning scenarios in different school settings. Mathematical Reasoning of Children and Adults: Teaching and Learning from an Interdisciplinary Perspective will be a valuable resource for both mathematics teachers and researchers studying the development of mathematical reasoning in different fields, such as mathematics education, educational psychology, cognitive psychology, and developmental psychology. |
| 1st grade math standards nc: Digest of Education Statistics , 1987 Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development. |
| 1st grade math standards nc: Weekly Compilation of Presidential Documents , 1997 |
| 1st grade math standards nc: Standard Education Almanac Marquis Who's Who, LLC, 1984-12 |
| 1st grade math standards nc: Special Educational Needs, Inclusion and Diversity, 4e Sandra Dunsmuir, Norah Frederickson, Tony Cline, 2024-03-19 “This new edition of an indispensable textbook… covers a huge range of topics illustrated by case studies and practical activities. It will enable schools to navigate through the complex challenges they meet on a daily basis, making education both inclusive and effective for all.” Uta Frith, Emeritus Professor in Cognitive Development, University College London, UK “This updated edition of an already essential text is a must read for anyone with an interest in special educational needs, inclusion and diversity in education. It is thoroughly researched, accessibly written, and strikes the perfect balance between emphases on theory, research, policy and practice throughout.” Neil Humphrey, Sarah Fielden Professor of Psychology of Education, University of Manchester, UK Special Educational Needs, Inclusion and Diversity has established itself as the textbook on special educational needs and disabilities (SEND). This new edition retains the considered balance between theory, research and practice, written in an accessible, user-friendly style. The fourth edition contains key updates in response to changes in the field, including developments in national policy and ways of thinking about SEND. There is a focus on reducing inequalities and enhancing inclusion to ensure relevance to working within diverse communities. Up-to-date psychological and educational methods are examined in the book to support assessment and evidence-based intervention with children and young people. Key features include: •The increasingly diverse SEND approaches across England, Wales, Scotland and Ireland, within an international context •Identification, assessment and intervention strategies for those with SEND aged from 0-25 years •Extensive exploration of current developments, in particular within autism, mental health, mathematics and sensory needs •A focus on professional ethics, parental support for learning and person-centred practices •Case studies and learning activities to reflect contemporary best practice Special Educational Needs, Inclusion and Diversity is a comprehensive guide for educational professionals to support them in maximising inclusion while recognising and supporting diversity. Sandra Dunsmuir is Professor of Educational and Child Psychology at University College London, UK. Tony Cline is Honorary Research Fellow with the Educational Psychology Group at University College London, UK. Norah Frederickson is Emeritus Professor of Educational Psychology at University College London, UK. |
| 1st grade math standards nc: Making Standards Matter , 1996 |
| 1st grade math standards nc: Contemporary Issues in Mathematics Education Estela A. Gavosto, Steven G. Krantz, William McCallum, 1999-06-13 This volume presents a serious discussion of educational issues, with representations of opposing ideas. |
| 1st grade math standards nc: Teaching Children Mathematics , 2009-08 |
| 1st grade math standards nc: Protecting America's Competitive Edge Act (S. 2198) United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Subcommittee on Education and Early Childhood Development, 2006 |
| 1st grade math standards nc: Resources in Education , 1997 |
| 1st grade math standards nc: Continuous Issues in Numerical Cognition Avishai Henik, 2016-05-18 Continuous Issues in Numerical Cognition: How Many or How Much re-examines the widely accepted view that there exists a core numerical system within human beings and an innate ability to perceive and count discrete quantities. This core knowledge involves the brain's intraparietal sulcus, and a deficiency in this region has traditionally been thought to be the basis for arithmetic disability. However, new research findings suggest this wide agreement needs to be examined carefully and that perception of sizes and other non-countable amounts may be the true precursors of numerical ability. This cutting-edge book examines the possibility that perception and evaluation of non-countable dimensions may be involved in the development of numerical cognition. Discussions of the above and related issues are important for the achievement of a comprehensive understanding of numerical cognition, its brain basis, development, breakdown in brain-injured individuals, and failures to master mathematical skills. - Serves as an innovative reference on the emerging field of numerical cognition and the branches that converge on this diverse topic - Features chapters from leading researchers in the field - Includes an overview of the multiple disciplines that comprise numerical cognition and discusses the measures that can be used in analysis - Introduces novel ideas that connect non-countable continuous variables to numerical cognition |
| 1st grade math standards nc: The Wiley Handbook of Early Childhood Care and Education Christopher P. Brown, Mary Benson McMullen, Nancy File, 2019-04-23 The essential resource to the issues surrounding childhood care and education with contributions from noted experts The Wiley Handbook of Early Childhood Care and Education is a comprehensive resource that offers a review of the historical aspects, best practices, and the future directions of the field. With contributions from noted experts in the field, the book contains 30 interdisciplinary essays that explore in-depth the central issues of early childhood care and education. The handbook presents a benchmark reference to the basic knowledge, effective approaches to use with young children, curriculum design, professional development, current policies, and other critical information. The expert contributors address the myriad complex policy and practice issues that are most relevant today. The essays provide insight into topics such as child development and diversity, the sociocultural process of child development, the importance of the home environment in the lives of young children, early childhood special education, teaching and learning literacy, and much more. This important resource: Presents a comprehensive synopsis of the major components of the field of early childhood care and education Contains contributions from leading scholars, researchers, and experts in the field Offers the foundational knowledge and practices for working with young children Puts the focus on how early childhood works and presents an understanding of culture as a foundational component of both child development and early childhood education Written for academic scholars, researchers, advocates, policymakers, and students of early childhood care and education, The Wiley Handbook of Early Childhood Care and Education is a comprehensive resource to the major issues for dealing with childhood care and education with contributions from noted scholars in the field. |
| 1st grade math standards nc: Dinah Zike's Notebook Foldables for Spirals, Binders, & Composition Books Dinah Zike, 2008 |
abbreviations - When is it proper to abbreviate first to 1st? - English ...
Barring cases of extreme abbreviations (where one might use such abbreviations as "t ppl complaind abt t difficulty n reading …
"the 1st" or "1st" - English Language & Usage Stack Exchange
a) The United States ranked 1st in Bloomberg's Global Innovation Index. b) The United States ranked the 1st in …
What do we call the “rd” in “3ʳᵈ” and the “th” in “9ᵗʰ”?
Aug 23, 2014 · @WS2 In speech, very nearly always. In writing, much less so. I think what may be going on is that one just assumes …
First floor vs ground floor, usage origin - English Language & Usage ...
Apr 10, 2015 · The American convention is that the floor inside a building which is on the ground, is called the first floor and the …
meaning - English Language & Usage Stack Exchange
The "first week of April" is the first week that contains any date in April. For example, in the image below the "first week of April" is the …
abbreviations - When is it proper to abbreviate first to 1st?
Barring cases of extreme abbreviations (where one might use such abbreviations as "t ppl complaind abt t difficulty n reading &c", such as some live internet chat room, or mediaeval …
"the 1st" or "1st" - English Language & Usage Stack Exchange
a) The United States ranked 1st in Bloomberg's Global Innovation Index. b) The United States ranked the 1st in Bloomberg's Global Innovation Index. I've seen a) in the news, however, it is …
What do we call the “rd” in “3ʳᵈ” and the “th” in “9ᵗʰ”?
Aug 23, 2014 · @WS2 In speech, very nearly always. In writing, much less so. I think what may be going on is that one just assumes that “June 1” is pronounced “June First”, or “4 July” as …
First floor vs ground floor, usage origin - English Language
Apr 10, 2015 · The American convention is that the floor inside a building which is on the ground, is called the first floor and the floor above that is called the second floor and so forth.
meaning - English Language & Usage Stack Exchange
The "first week of April" is the first week that contains any date in April. For example, in the image below the "first week of April" is the week containing the 1st, 2nd, 3rd, and 4th of April. It could …
abbreviations - When were st, nd, rd, and th, first used - English ...
In English, Wikipedia says these started out as superscripts: 1 st, 2 nd, 3 rd, 4 th, but during the 20 th century they migrated to the baseline: 1st, 2nd, 3rd, 4th. So the practice started during …
1st hour, 2nd hour, 3rd hour... But how to say "zero"-th hour?
E.g. in School we have 5-7 or 8 hours every day (Math, History, Biology, Chemistry, English etc.). The first hour starts at 8:00 A.M.
Meaning of "by" when used with dates - inclusive or exclusive
Aug 28, 2014 · If, in a contract fr example, the text reads: "X has to finish the work by MM-DD-YYYY", does the "by" include the date or exclude it? In other words, will the work delivered on …
Understanding "as of", "as at", and "as from"
Stack Exchange Network. Stack Exchange network consists of 183 Q&A communities including Stack Overflow, the largest, most trusted online community for developers to learn, share their …
“20th century” vs. “20ᵗʰ century” - English Language & Usage ...
To some extent, it depends on the font you are using and how accessible its special features are. If you can do full typesetting, then you probably want to make the th part look different from the …
