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[et al.] 210 $aCambridge$cCambridge University Press$dc2002 215 $axi, 347 p.$cill.$d25 cm 225 1 $aCambridge monographs on particle physics, nuclear physics and cosmology$v19 610 0 $aTeoria dei campi 610 0 $aTeoria dello scattering 610 0 $aTeoria dei molti corpi 700 1$aDonnachie,$bSandy$0149232 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990003964460403321 952 $a22A-574$bD.S.F. 7962$fFI1 959 $aFI1 996 $aPomeron physics and QCD$9512802 997 $aUNINA LEADER 00912nam0-22002891--450- 001 990009564500403321 005 20120502111232.0 035 $a000956450 035 $aFED01000956450 035 $a(Aleph)000956450FED01 035 $a000956450 100 $a20120502d1940----km-y0itay50------ba 101 0 $ager 102 $aCH 105 $ay-------001yy 200 1 $a<>Grenzen der Vetragsfreihut und Treu und Glauben in den Beschlussen der Generalversammlung$eDissertation 210 $aBern$cStämpfli & Cie.$d1940 215 $aIX, 114 p.$din 8° 676 $a342.494$v12 rid.$zita 700 1$aSchaffner,$bJakob$0516290 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990009564500403321 952 $aDISSERT. B 157$b4203$fFGBC 959 $aFGBC 996 $aGrenzen der Vetragsfreihut und Treu und Glauben in den Beschlussen der Generalversammlung$9847423 997 $aUNINA LEADER 05911nam 2200733Ia 450 001 9910953514903321 005 20200520144314.0 010 $a9786613916365 010 $a9781118237021 010 $a1118237021 010 $a9781283603911 010 $a1283603918 010 $a9781118223628 010 $a1118223624 035 $a(CKB)2670000000246172 035 $a(EBL)843636 035 $a(OCoLC)785722061 035 $a(SSID)ssj0000711729 035 $a(PQKBManifestationID)11428795 035 $a(PQKBTitleCode)TC0000711729 035 $a(PQKBWorkID)10694240 035 $a(PQKB)10804203 035 $a(PQKBManifestationID)16038655 035 $a(PQKB)23290765 035 $a(MiAaPQ)EBC843636 035 $a(DLC) 2012015086 035 $a(Au-PeEL)EBL843636 035 $a(CaPaEBR)ebr10602095 035 $a(CaONFJC)MIL391636 035 $a(Perlego)1012824 035 $a(EXLCZ)992670000000246172 100 $a20120411d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe problem with math is English $ea language-focused approach to helping all students develop a deeper understanding of mathematics /$fConcepcion Molina 205 $a1st ed. 210 $aSan Francisco $cJossey-Bass$d2012 215 $a1 online resource (306 p.) 225 0 $aJossey-Bass teacher The problem with math is English 300 $aDescription based upon print version of record. 311 08$a9781118095706 311 08$a1118095707 320 $aIncludes bibliographical references and index. 327 $aMachine generated contents note: About the AuthorAbout This BookIntroductionJulian's StoryRationale and PurposeWho Benefits from This Book?Chapter 1: The Problem with Math Is English (And a FewOther Things)Why Language and Symbolism?What We Are TeachingTurning the Tide: A Sampling of ApproachesMathematics Is About Relationships Connecting the Pieces and Looking Ahead Chapter 2: Why a Language Focus in Mathematics?The Convergence of Mathematics and English: More Than Just VocabularyProblems Based on the English LanguageA Number of Problems with NumberChapter 3: Language and Symbolism in Traditional InstructionShortcomings of Traditional InstructionMore Language and Symbolism Issues: Adding Fuel to the FireTell Me Again Why the Language Focus in Math?Chapter 4: So What Does Conceptual Understanding Look Like?It Starts with DefinitionsMaking Connections in Math: Beyond Connecting DotsThe Interpretation and Translation of MathConclusionChapter 5: The Order of Operations: A Convention or a Symptomof What Ails Us?The Roots of the RulesThe Natural Order: A Mathematical PerspectiveConclusion: A Conceptual Understanding of the Order of OperationsChapter 6: Using Multiplication as a Critical Knowledge BaseUnderstanding Key Definitions and Connections&Interpreting MultiplicationUsing the Power of the Distributive PropertyFeeling Neglected: The Units in MultiplicationConclusion: Small Details, Huge ImpactChapter 7: Fractions: The "F Word" in MathematicsDefining Fractions: Like Herding CatsThe Fraction KingdomInterpreting FractionsConclusionChapter 8: Operations with FractionsAdding and Subtracting FractionsMultiplying FractionsDividing FractionsSummaryChapter 9: Unlocking the Power of Symbolism and VisualRepresentationSymbolismVisual RepresentationThe Power of Interpretation: Three Perspectives of TrapezoidsSummaryChapter 10: Language-Focused Conceptual InstructionLanguage Focus: Beyond the DefinitionsThe Secrets to Solving Word ProblemsSuggested Instructional StrategiesSummaryChapter 11: Mathematics: It's All About Relationships!Language and Symbolism: Vehicles for Relationship RecognitionRelationships and FractionsProportional ReasoningRelationships: Important ConsiderationsRelationships: Making Powerful ConnectionsSummaryChapter 12: The Perfect Non-Storm: Understanding the Problem and Changing the SystemA Systemic IssueMath MakeoverSummaryBibliography. 330 $a"Teaching K-12 math becomes an easier task when everyone understands the language, symbolism, and representation of math conceptsPublished in partnership with SEDL, The Problem with Math Is English illustrates how students often understand fundamental mathematical concepts at a superficial level. Written to inspire ?aha? moments, this book enables teachers to help students identify and comprehend the nuances and true meaning of math concepts by exploring them through the lenses of language and symbolism, delving into such essential topics as multiplication, division, fractions, place value, proportional reasoning, graphs, slope, order of operations, and the distributive property. Offers a new way to approach teaching math content in a way that will improve how all students, and especially English language learners, understand math Emphasizes major attributes of conceptual understanding in mathematics, including simple yet deep definitions of key terms, connections among key topics, and insightful interpretation This important new book fills a gap in math education by illustrating how a deeper knowledge of math concepts can be developed in all students through a focus on language and symbolism"--$cProvided by publisher. 606 $aMathematics$xStudy and teaching 606 $aEnglish language$xStudy and teaching 606 $aLanguage arts$xCorrelation with content subjects 615 0$aMathematics$xStudy and teaching. 615 0$aEnglish language$xStudy and teaching. 615 0$aLanguage arts$xCorrelation with content subjects. 676 $a372.7 686 $aEDU029010$2bisacsh 700 $aMolina$b Concepcion$f1952-$01814617 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910953514903321 996 $aThe problem with math is English$94368619 997 $aUNINA