MARC details
| 000 -LEADER |
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| fixed length control field |
04700cam a2200373 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
ocm69020893 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20181231003656.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
060504s2006 nhua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2006014780 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| Modifying agency |
BAKER |
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C#P |
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YDXCP |
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BTCTA |
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XY4 |
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JHY |
| -- |
ZR1 |
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BDX |
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WRM |
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OCLCF |
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FUT |
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OCLCQ |
| -- |
NMC |
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OCLCQ |
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UKMGB |
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NFG |
| 015 ## - NATIONAL BIBLIOGRAPHY NUMBER |
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| National bibliography number |
GBA709575 |
| Source |
bnb |
| 016 7# - NATIONAL BIBLIOGRAPHIC AGENCY CONTROL NUMBER |
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| Record control number |
013659371 |
| Source |
Uk |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
032500949X |
| Qualifying information |
(pbk. ; |
| -- |
acid-free paper) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780325009490 |
| Qualifying information |
(pbk. ; |
| -- |
acid-free paper) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)69020893 |
| 092 ## - LOCALLY ASSIGNED DEWEY CALL NUMBER (OCLC) |
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| Classification number |
372.7 |
| Item number |
H993 |
| 049 ## - LOCAL HOLDINGS (OCLC) |
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| Holding library |
NFGA |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Hyde, Arthur A., |
| Relator term |
author. |
| 9 (RLIN) |
98324 |
| 245 10 - TITLE STATEMENT |
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| Title |
Comprehending math : |
| Remainder of title |
adapting reading strategies to teach mathematics, K-6 / |
| Statement of responsibility, etc |
Arthur Hyde ; foreword by Ellin Keene. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
Portsmouth, NH : |
| Name of publisher, distributor, etc |
Heinemann, |
| Date of publication, distribution, etc |
©2006. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xv, 200 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
24 cm |
| 336 ## - CONTENT TYPE |
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| Content Type Term |
text |
| Content Type Code |
txt |
| Source |
rdacontent |
| 336 ## - CONTENT TYPE |
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| Content Type Term |
still image |
| Content Type Code |
sti |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media Type Term |
unmediated |
| Media Type Code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier Type Term |
volume |
| Carrier Type Code |
nc |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc |
Includes bibliographical references (pages 187-189) and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction: braiding mathematics, language, and thinking. Three key pieces -- Death, taxes, and mathematics -- A little foreshadowing -- Reading comprehension -- Reading comprehension strategies -- Mathematical thinking and problem solving -- How do all these ideas fit together? -- 1. Asking Questions. Inquiring minds want to know -- Asking questions of themselves, the text, and the author -- Second graders use the KWC -- Debriefing the activity -- Frontloading to understand the problem -- How the K and C work together -- Surfacing prior knowledge -- Using real-life problems: interrogate the author -- Points to ponder -- Considerations in planning for problem solving -- Situation -- Big ideas, enduring understandings, and essential concepts -- Authentic experiences -- 2. Making connections. The nature and function of concepts -- Schema theory, the foundation of reading comprehension -- Humans are pattern-seeking creatures -- Building connections in Mathematics -- Local concept development -- Working in one context -- Handling multiple contexts -- Points to ponder -- Considerations in planning for problem solving -- Cognitive processes in the context -- Grouping structures to encourage the social construction of meaning -- The Braid Model of Problem Solving -- 3. Visualization. Visualizing while reading -- Three types of visualization in mathematics -- Spatial thinking, or visualizing spatial relationships/ orientations -- Twenty-four shapes -- Creating sensory images/visualizing the situation -- Revisiting the two spies with a different representation -- Visualizing and translating between two representations -- Creating representations -- Using multiple representations to connect concepts and procedures -- Considerations in planning for problem solving -- Language representations -- Other representations -- The Braid Model of Problem Solving -- 4. Inferring and predicting. Inferring, an essential process in understanding modes of language -- Inferring, predicting, and reasoning in mathematics -- Third Graders' interpretations -- Mathematics, the science of patterns -- Basic skills -- Numbers and computation in Asian languages -- Repeat business -- Inferring the meaning of operations -- Inference and prediction in probability -- Considerations in planning for problem solving patterns -- The Braid Method of Problem Solving. |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
5. Determining importance. -- Analyzing text -- Math story problems as a genre -- Applying the KWC to this genre -- Analyzing mathematical attributes -- Are there alternatives to the traditional genre? -- Mathematical model -- An experimental probability game as an example of model building -- Getting familiar with the game -- Playing the first game -- More games, more data -- Compare to a different probability situation -- Analyzing a hand -- Calculating the probability -- Do I have a suit for you -- What a fair game would look like -- 6. Synthesizing. The challenge -- Inside our heads -- Synthesis in mathematics -- What's the number? -- Figuring out numbers and number relationships -- Mary and her sisters -- Writing reasoning, reflections, and synthesis is mathematics -- Journaling -- Synthesizing mathematical ideas with chocolate -- 7. The power of braiding. Planning for problem solving -- Teaching math content through problem solving -- Future directions of problem solving. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Mathematics |
| General subdivision |
Study and teaching (Elementary) |
| 9 (RLIN) |
2068 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Reading comprehension. |
| 9 (RLIN) |
76504 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Reading (Elementary) |
| 9 (RLIN) |
19078 |
| 994 ## - |
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| -- |
C0 |
| -- |
NFG |
