# eBook Reflections on Statistics: Learning, Teaching, and Assessment in Grades K-12 (Studies in Mathematical Thinking and Learning Series) download

## by Susanne P. Lajoie

**ISBN:**0805819711

**Author:**Susanne P. Lajoie

**Publisher:**Routledge (March 1, 1998)

**Language:**English

**Pages:**360

**ePub:**1219 kb

**Fb2:**1747 kb

**Rating:**4.6

**Other formats:**doc lit txt mbr

**Category:**Math Sciences

**Subcategory:**Mathematics

PDF On Aug 1, 2000, David Green and others published Reflections on statistics - Learning, teaching and .

PDF On Aug 1, 2000, David Green and others published Reflections on statistics - Learning, teaching and assessment in grades k-12.

E. (the studies in mathematical thinking and learning series) Mahwah, NJ: Lawrence Erlbaum As. 1998. Authors and affiliations.

Reflections on Statistics book. Goodreads helps you keep track of books you want to read. Start by marking Reflections on Statistics: Learning, Teaching, and Assessment in Grades K-12 as Want to Read: Want to Read saving. Start by marking Reflections on Statistics: Learning, Teaching, and Assessment in Grades K-12 as Want to Read: Want to Read savin. ant to Read.

This is the first book to: address statistics learning in grades K-12, address issues of statistical curriculum .

This is the first book to: address statistics learning in grades K-12, address issues of statistical curriculum content in grades K-12, address issues of assessment of statistics learning in grades K-12, bring issues of technology instruction and assessment in statistics education in grades K-12, and look at teacher education for statistics instruction in grades K-12.

Mathematics Classrooms That Promote Understanding Lajoie Reflections on Statistics: Learning, Teaching, and Assessment in Grades K-12 . This book is about the teaching strategy of asking learners to construct. their own examples of mathematical objects.

Mathematics Classrooms That Promote Understanding Lajoie Reflections on Statistics: Learning, Teaching, and Assessment in Grades K-12 Lehrer/Chazan (Ed. . Anybody who teaches mathematics could find it useful, because it describes and elaborates on an important and effective pedagogical strategy whose potential is rarely exploited yet which promotes active engagement in mathematics.

Studies in Mathematical Thinking and Learning. Each of these chapters (2 to 12) then culminates in a detailed description of learning trajectories for the chapter’s topic.

owell/Nelson-Barber (Ed. , Culturally Responsive Mathematics Education on (Ed. ,Algebra in the Early Grades Lajoie,Reflections on Statistics: Learning, Teaching, and Assessment in Grades K-12 Lehrer/Chazan (Ed. ,Designing Learning Environments for Developing Understanding of Geometry and Space Ma, Knowing and Teaching Elementary Mathematics: Teachers’ Understanding of Fundamental Mathematics in China

oceedings{AI, title {Statistics Assessment in Multidisciplinary Contexts}, author {Susanne P. Lajoie and . Reflections on statistics : learning, teaching, and assessment in grades K-12.

oceedings{AI, title {Statistics Assessment in Multidisciplinary Contexts}, author {Susanne P. Lajoie and Andrew F. Chiarella}, year {2002} }. Susanne P. Lajoie, Andrew F. Chiarella.

Series: Studies in Mathematical Thinking and Learning Series. See and discover other items: thinking skills and problem solving. There's a problem loading this menu right now. Hardcover: 408 pages. ISBN-13: 978-0415989848. Product Dimensions: . x 1 x . inches.

Talking Mathematics in School investigates the relationship between students' discussions about mathematics in K-12 classrooms and their mathematical understanding

Talking Mathematics in School investigates the relationship between students' discussions about mathematics in K-12 classrooms and their mathematical understanding. A collection of studies from various disciplinary perspectives-set in elementary and secondary classrooms, a computer-supported tutorial, and a workplace.

*do*statistics that are related to actual life situations, they will be better prepared for decision making in the real world. The interdisciplinary nature of the group of researchers stimulated a lively interchange of ideas for enhancing the learning, teaching, and assessment of statistical understanding, which is reflected in this volume. Mathematics educators contribute their insights into how teachers teach mathematical ideas and heighten our awareness of the ecological needs of the current mathematics classroom. Cognitive scientists share their understanding of developmental differences in learning and present theoretical perspectives that contribute to the design of effective learning environments. Classroom teachers share their ideas about classroom activities and assessment of student learning, as well as their concerns for in-service training and workshops to help teachers acquire skills in this new content area. Statisticians offer their understanding of what is feasible to teach in the early grades, and what their view is of statistical literacy. The book is organized around four interdependent themes: content, teaching, learning, and assessment. By focusing their respective chapters on particular themes, the authors intend to cultivate a better understanding of how each relates to improvements in statistics education. This is the first book to: * address statistics learning in grades K-12, * address issues of statistical curriculum content in grades K-12, * address issues of assessment of statistics learning in grades K-12, * bring issues of technology instruction and assessment in statistics education in grades K-12, and * look at teacher education for statistics instruction in grades K-12. This is a must-read book for both practitioners and researchers involved in K-12 mathematics education.