Number By Development Primary

How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.

Excerpt from Number by Development, Vol. 1: A Method of Number Instruction; Primary The first measuring ideas (a). The first act is with two The development order of measuring ideas. (b) When a single object suggests a quantita tive idea (c) two and three simpler conceptions than one. (d) Early number training should avoid one. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

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Proficiency with numbers is important for everyday life, employment, and the study of natural and social sciences. Understanding what promotes number development and why children differ are important for achieving national goals for primary education and because difficulties at primary school predict difficulties in adulthood. Differences between children in their mathematical attainment are not decreasing and some evidence suggests they are increasing. Understanding this diversity involves considerations of the roles of the environment, general cognitive factors and specific number skills. This monograph features contributions from eminent developmental psychologists who have been concerned to make connections between developmental psycholgy and the theory and practice of education, particularly in mathematics. Their research is advancing understanding of the factors responsible for diversity in children's mathematical attainment and interventions that are effective in supporting mathematical development.