01056nam0 22003011i 450 RML025368520231121125712.0880204450320121121d1997 ||||0itac50 baitaitz01i xxxe z01nCommentario al Codice civile2diretto da Paolo Cendonristampa1 ed. 1991Torino Utet © 1997XI, 540 p.22 cmLibro 2, delle successioniCodici E CommentariFIRRMLC376931ICendon, PaoloRMLV146639ITIT-0120121121IT-FR0098 Biblioteca Area Giuridico EconomicaFR0098 RML0253685Biblioteca Area Giuridico Economica 53DSG UT28/002 53VM 0000245805 VM barcode:BAGE014472. - Inventario:5157. - Fondo:Sala consultazioneVMA 2001042320121204 53Commentario al codice civile574805UNICAS05513oam 2200745I 450 991082242010332120230803021739.01-61442-218-41-315-85377-91-317-92269-71-317-92270-010.4324/9781315853772 (CKB)2550000001125655(EBL)1422401(OCoLC)861538434(SSID)ssj0001000377(PQKBManifestationID)12431799(PQKBTitleCode)TC0001000377(PQKBWorkID)10960548(PQKB)10613396(OCoLC)861536878(MiAaPQ)EBC1422401(Au-PeEL)EBL1422401(CaPaEBR)ebr10769171(CaONFJC)MIL526295(OCoLC)897464937(EXLCZ)99255000000112565520180706e20132005 uy 0engur|n|---|||||txtccrMathematics and multi-ethnic students exemplary practices /Yvelyne Germain-McCarthy and Katherine OwensNew York :Routledge,2013.1 online resource (322 p.)First published 2005 by Eye on Education.1-930556-86-1 1-299-95044-2 Includes bibliographical references (pages 187-196).Cover; Title Page; Copyright Page; ACKNOWLEDGMENTS; MEET THE AUTHORS; FOREWORD; TABLE OF CONTENTS; 1. INTRODUCTION; Background; Purpose of This Book; The Sensitive Questions; Chapter Overviews; 2. EXEMPLARY PRACTICE: WHAT DOES IT LOOK LIKE?; The Principles and Standards for School Mathematics; The New Basic Skills; Envisioning Reform-based Classroom Environment; Exemplary Practices; 3. ISSUES IN MULTICULTURAL MATHEMATICS EDUCATION; Questions to Ponder; Multicultural Education; Research on the Achievement of Traditionally Underserved Students; Multicultural Education and Euro-AmericansMulticultural MathematicsNCTM and Multicultural Education.; Teacher Acts Affecting Learning; Further Reflections on the Questions; 4. LYNNE GODFREY: AFRICAN AMERICANS AND THE ALGEBRA PROJECT; Engaging Students; Warm-Up; Group Work; The Winding Game; Discussion between Colleagues; Commentary; Unit Overview: The Chinese Zodiac and the Division Algorithm; 5. GEORGINE ROLDAN: HISPANICS AND HEALTH ISSUES; Day 1 : Engaging Students; Group Work; Day 2: Assessment; Day 3: Healthy Foods Lesson; Discussion among Colleagues; Commentary; Unit Overview: Favorite Menu Items and Health Issues6. TIM GRANGER: NATIVE AMERICANS AND INDIRECT MEASUREMENTUnit Overview; Engaging Students; Mathematics Lessons; Discussion between Colleagues; Commentary; Unit Overview: Aiming for the Stars; 7. RENOTE JEAN-FRANÇOIS: HAITIANS AND TECHNOLOGY; Unit Overview; Preparatory Activities; Engaging Students; Assessment; Discussion between Colleagues; Commentary; Unit Overview: The Roamer and the Haitian Revolution; 8. SAMAR SARMINI: MUSLIMS AND INHERITANCE PORTIONS; Engaging Students; Historical Background; Problem Solving; The Algorithm; Application; Discussion between Colleagues; CommentaryUnit Overview: Discovering the Algorithm for Computing Inheritance Portions9. DIANE CHRISTOPHER: EUROPEAN-AMERICANS AND CULTURES; Overview of Lessons; Engaging the Students; Discussion between Colleagues; Commentary; Unit Overview: Many Cultures under One Quilt; 10. CHARLENE BECKMANN, KARA ROZANSKI, AND TARA PLUMMER: A THREE-WAY SCHOOL/UNIVERSITY COLLABORATION; Preparatory Activities; Engaging Students; Day 1: Runners Take Your Mark; Day 2: The Trodding Tortoise; Day 3: The Hopping Hare; Assessment; Discussion among Colleagues; Commentary; Unit Overview: The Tortoise and the Hare; 11. SUMMARYClassroom Strategies That Value Multicultural StudentsRevisiting Questions; Is It True That All Students Can Do Mathematics?; Does Achieving Equity in the Classroom Imply That the Teacher Must Take into Account the Cultural Perspectives of the Students?; How Will We Know If All Students Are Learning Math? Will National Tests Give Us the Information?; Can High-Stakes Tests Promote Equity?; How Valid Are Standardized Tests for English Language Learners?; What Can Classroom Teachers Do?; What Can Teacher Educators Do?; What Can School Administrator Do?; What Can We All Do Together?; ConclusionAPPENDIX A: REFORM-BASED CURRICULUM PROJECTSThis book puts a spotlight on the practices of teachers across the nation who have implemented effective mathematics instruction for students of different ethnicities. Among the ethnic groups represented are African Americans, Latinos, Native Americans, Haitians, Arab Americans, and Euro-Americans.MathematicsStudy and teaching (Middle school)United StatesAfrican American studentsHispanic American studentsIndian studentsUnited StatesMathematicsStudy and teaching (Middle school)African American students.Hispanic American students.Indian students510/.71/273Germain-McCarthy Yvelyne1948-,1638318Owens Katherine1942-1638319MiAaPQMiAaPQMiAaPQBOOK9910822420103321Mathematics and multi-ethnic students3980626UNINA