Adding It Up

Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.

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.

Text and photographs illustrate how addition can be used at the zoo.

Some people fear and mistrust numbers. Others want to use them for everything. After a long career as a statistician, Paul Goodwin has learned the hard way that the ones who want to use them for everything are a very good reason for the rest of us to fear and mistrust them. Something Doesn't Add Up is a fieldguide to the numbers that rule our world, even though they don't make sense. Wry, witty and humane, Goodwin explains mathematical subtleties so painlessly that you hardly need to think about numbers at all. He demonstrates how statistics that are meant to make life simpler often make it simpler than it actually is, but also reveals some of the ways we really can use maths to make better decisions. Enter the world of fitness tracking, the history of IQ testing, China's social credit system, Effective Altruism, and learn how someone should have noticed that Harold Shipman was killing his patients years before they actually did. In the right hands, maths is a useful tool. It's just a pity there are so many of the wrong hands about.

This packet of ready-to-use, reproducible pencil-to-paper worksheets are ideal for enrichment or for use as reinforcement. Perfect for use at school or as homework, it features several fun activties focusing on addition.

Make math fun with Add It Up! Fun photographs, colorful graphics, and simple text are used to teach young readers basic math concepts. From Word Problems to Number Lines this book will help kids develop the math skills they need. A simple activity at the end of the book encourages kids to put addition to use! Aligned to Common Core standards and correlated to state standards. Sandcastle is an imprint of Abdo Publishing, a division of ABDO.

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.

The answers to over 100 adding questions are revealed when you pull-the-tabs, helping children to learn some fundamental math rules and to gain number and addition confidence in no time at all. Use the wipe-clean pen to write the answer to each sum, then pull the tab to check your answers.

This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning.