Error Patterns in Computation: Using Error Patterns to Help Each Student Learn

ISBN: 0135009103

Author: Ashlock, Robert

Condition: New

• Emphasizes assessment and the role of diagnosis within formative assessment. | Provides guidance and resources for assessing and interviewing students. | Incorporates students’ papers in which readers identify patterns of responses and compare their instructional recommendations with those of the author. | Readers also practice identifying misconceptions and error patterns. | Focuses on concepts and principles. | Allows an instructor to teach computation in accordance with the NCTM Standards. | Gives students an understanding of the meanings of operations and not just methods of computation. | Enables students to know when particular operations are needed for solving a problem. | Retains its emphasis on computational fluency. | Stresses estimation and the best computing choice (mental computation, paper-and-pencil, calculator) in specific scenarios. | Stresses estimation. | Encourages readers to ask their students, “Is it reasonable?” | Provides current strategies. | Examines models and concrete materials, graphic organizers, self-assessment, portfolios, peer tutoring, and cooperative groups used when teaching computation. | Incorporates reader recommendations that increase the text’s user-friendly and pragmatic appeal. | NEW! Gives new emphasis to diagnosis as a part of formative assessment--Teachers can use varied approaches to diagnosis before instruction and also as they intervene during instruction. | Open-ended assessment and problem writing are examples of procedures illustrated. | NEW! Supplies more coverage of making connections among facts, procedures, and concepts-Will help teachers and students make connections by applying big ideas. | Compensation principles, relations between operations, and “There are many names for a number” are examples. | NEW! Furnishes a distinction between misconceptions and error patterns in computation-Encourages teachers to focus on concept development when appropriate rather than merely reviewing procedures. | NEW! Offers an increased understanding of our system of numeration-Provides additional material that enables teachers to diagnose understanding of multi-digit numerals at a deeper level. | NEW! Helps teachers and students to better understand the meanings of operations--additional material is provided to help teachers and students understand the operations of arithmetic so they will know when to use each operation when solving problems. | NEW! Provides greater emphasis on representations--Teachers are instructed to represent concepts and procedures in a variety of ways. | NEW! Includes a new section on using classroom discourse--Teachers listen carefully to classroom discourse and then ask questions that probe and guide thinking. | NEW! Features a new focus on dispositions-Helps teachers to assess disposition. | NEW! Incorporates a new section illustrating a thematic unit in mathematics--Enables teachers to plan varied instruction that involves connections with other mathematics and numerous applications.