| 000 -LEADER |
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| fixed length control field |
04649nam a22003017a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
CITU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20230802095253.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
210802b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781118095706 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
CITU LRAC |
| Language of cataloging |
eng |
| 041 ## - LANGUAGE CODE |
|---|
| Language code of text/sound track or separate title |
eng |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
372.7 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Preferred name for the person |
Molina, Concepcion |
| Dates associated with a name |
1952- |
| Relator term |
author |
| 245 14 - TITLE STATEMENT |
|---|
| Title |
The problem with math is English : |
| Remainder of title |
a language-focused approach to helping all students develop a deeper understanding of mathematics / |
| Statement of responsibility, etc |
|c Concepcion Molina |
| 264 #1 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc |
San Francisco : |
| Name of publisher, distributor, etc |
Jossey-Bass, |
| Date of publication, distribution, etc |
2012. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxii, 275 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
24 cm |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc |
Includes bibliographical references and index |
| 505 8# - CONTENTS |
|---|
| Formatted contents note |
Machine 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. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
"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"-- |c Provided by publisher. |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
Primary |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Mathematics |
| General subdivision |
Study and teaching |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
English language |
| General subdivision |
Study and teaching |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Language arts |
| General subdivision |
Correlation with content subjects |
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Source of classification or shelving scheme |
|
| Item type |
BOOK |