LEADER 00825nam a2200253 i 4500 001 991001548059707536 005 20020502200614.0 008 990831s1998 fr ||| | fre 020 $a2275017127 035 $ab11528990-39ule_inst 035 $aPRUMB63221$9ExL 040 $aDip. SSSC$bita 100 1 $aBraud, Philippe$0236326 245 10$aSociologie politique /$cPhilippe Braud 250 $a4. ed. 260 $aParis :$bLGDJ,$cc1998 300 $a603 p. ;$c20 cm. 650 4$aSociologia politica$zFrancia 907 $a.b11528990$b21-09-06$c01-07-02 912 $a991001548059707536 945 $aLE021 DI8D60$g1$i2021000036019$lle021$o-$pE0.00$q-$rn$sm $t0$u0$v0$w0$x0$y.i11725990$z01-07-02 996 $aSociologie politique$9814973 997 $aUNISALENTO 998 $ale021$b01-01-99$cm$da $e-$ffre$gfr $h0$i1 LEADER 05415nam 2200745Ia 450 001 9910779771403321 005 20200520144314.0 010 $a94-6209-103-X 010 $a94-6209-104-8 024 7 $a10.1007/978-94-6209-104-7 035 $a(CKB)2550000001047278 035 $a(EBL)3034822 035 $a(SSID)ssj0000878663 035 $a(PQKBManifestationID)11545949 035 $a(PQKBTitleCode)TC0000878663 035 $a(PQKBWorkID)10837168 035 $a(PQKB)10338714 035 $a(DE-He213)978-94-6209-104-7 035 $a(MiAaPQ)EBC3034822 035 $a(OCoLC)828860802 035 $a(nllekb)BRILL9789462091047 035 $a(MiAaPQ)EBC1206457 035 $a(Au-PeEL)EBL3034822 035 $a(CaPaEBR)ebr10687694 035 $a(CaONFJC)MIL501494 035 $a(Au-PeEL)EBL1206457 035 $a(PPN)168343614 035 $a(EXLCZ)992550000001047278 100 $a20130208d2012 uy 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt 182 $cc 183 $acr 200 10$aConceptual model-based problem solving$b[electronic resource] $eteach students with learning difficulties to solve math problems /$fYan Ping Xin 205 $a1st ed. 2012. 210 $aRotterdam ;$aBoston $cSense Publishers$dc2012 215 $a1 online resource (266 p.) 225 1 $aCareer Development Series ;$vv.5 300 $aDescription based upon print version of record. 311 $a1-299-70243-0 311 $a94-6209-102-1 320 $aIncludes bibliographical references (p. 267-268). 327 $aPreliminary Material -- Conceptual Model-based Problem Solving -- COMPS Program -- Representing Part-Part-Whole (PPW) Problems -- Solving Part-Part Whole (PPW) Problems -- Representing Additive Compare (AC) Problems -- Solving Additive Compare (AC) Problems -- Solving Mixed PPW and AC Problems -- Representing Equal Groups (EG) Problems -- Solving Equal Groups (EG) Problems -- Representing Multiplicative Compare (MC) Problems -- Solving Multiplicative Compare (MC) Problems -- Solving Mixed Equal Groups and Multiplicative -- Solving Complex Word Problems -- Solving Mixed Multi-Step Problems -- Connection between Mathematical Ideas -- Student Worksheets -- Reference Guide -- References. 330 $aAre you having trouble in finding Tier II intervention materials for elementary students who are struggling in math? Are you hungry for effective instructional strategies that will address students? conceptual gap in additive and multiplicative math problem solving? Are you searching for a powerful and generalizable problem solving approach that will help those who are left behind in meeting the Common Core State Standards for Mathematics (CCSSM)? If so, this book is the answer for you. ? The conceptual model-based problem solving (COMPS) program emphasizes mathematical modeling and algebraic representation of mathematical relations in equations, which are in line with the new Common Core. ? ?Through building most fundamental concepts pertinent to additive and multiplicative reasoning and making the connection between concrete and abstract modeling, students were prepared to go above and beyond concrete level of operation and be able to use mathematical models to solve more complex real-world problems. As the connection is made between the concrete model (or students? existing knowledge scheme) and the symbolic mathematical algorithm, the abstract mathematical models are no longer ?alien? to the students.? As Ms. Karen Combs, Director of Elementary Education of Lafayette School Corporation in Indiana, testified: ?It really worked with our kids!? ? ?One hallmark of mathematical understanding is the ability to justify,? why a particular mathematical statement is true or where a mathematical rule comes from? (http://illustrativemathematics.org/standards). Through making connections between mathematical ideas, the COMPS program makes explicit the reasoning behind math, which has the potential to promote a powerful transfer of knowledge by applying the learned conception to solve other problems in new contexts. ? Dr. Yan Ping Xin?s book contains essential tools for teachers to help students with learning disabilities or difficulties close the gap in mathematics word problem solving. I have witnessed many struggling students use these strategies to solve word problems and gain confidence as learners of mathematics. This book is a valuable resource for general and special education teachers of mathematics. - Casey Hord, PhD, University of Cincinnati. 410 0$aCareer Development Series 606 $aMathematics$xStudy and teaching (Elementary)$zUnited States 606 $aProblem-based learning 606 $aLearning disabled children$xEducation$zUnited States 606 $aInclusive education$zUnited States 606 $aLearning strategies$zUnited States 615 0$aMathematics$xStudy and teaching (Elementary) 615 0$aProblem-based learning. 615 0$aLearning disabled children$xEducation 615 0$aInclusive education 615 0$aLearning strategies 676 $a370 700 $aXin$b Yan Ping$01547745 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910779771403321 996 $aConceptual model-based problem solving$93804287 997 $aUNINA