Name: Mathematical Tasks: Managing Stress and Anxiety to Thrive in the Classroom (en Inglés)
Price: 99164.00 COP
Availability: InStock
Author: McGrane, Chris ; McCourt, Mark
ISBN: 9781913622060

portada Mathematical Tasks: Managing Stress and Anxiety to Thrive in the Classroom (en Inglés)

Formato

Libro Físico

Autor

Chris McGrane

Mark McCourt

Editorial

John Catt Educational

Idioma

Inglés

N° páginas

317

Encuadernación

Tapa Blanda

Dimensiones

20.8 x 14.5 x 2.0 cm

Peso

0.36 kg.

ISBN13

9781913622060

Categorías

Formación docente
Enseñar a leer, escribir y calcular
Manuales de matemáticas y cálculo

Mathematical Tasks: Managing Stress and Anxiety to Thrive in the Classroom (en Inglés)

Chris McGrane (Autor) · Mark McCourt (Autor) · John Catt Educational · Tapa Blanda

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Origen: Estados Unidos (Costos de importación incluídos en el precio)

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Reseña del libro "Mathematical Tasks: Managing Stress and Anxiety to Thrive in the Classroom (en Inglés)"

If we want our pupils to develop fluency, understanding and the ability to solve complex problems, then it is vital that teachers develop the ability to select, adapt and design appropriate mathematical tasks. In 'Mathematical Tasks: The Bridge Between Teaching and Learning', Chris McGrane and Mark McCourt explore a range of practical approaches, strategies and principles behind the design and effective use of tasks in the mathematics classroom that lead to all pupils becoming successful learners. First-hand interviews with world-class mathematics education experts and practicing teachers bring to life the ideas behind how tasks can act as a bridge between what the teacher wants the pupil to make sense of and what the pupil actually does makes sense of; tasks are how we enable pupils to enact mathematics - it is only by being mathematical that pupils can truly make connections across mathematical ideas and understand the bigger picture. Suitable for teachers at all stages in their careers and teachers are encouraged to return to the book from time to time over the years to notice how their use of tasks in the classroom changes as they themselves develop.