Tag Archives: constructivist-or

Colorectal Cancer in Clinical Practice Prevention, Early Detection and Management

FREEDownload : Colorectal Cancer in Clinical Practice Prevention, Early Detection and Management

Colorectal Cancer in Clinical Practice Prevention, Early Detection and Management
CRC Press; 2 edition | November 23, 2005 | English | ISBN: 1841844551 | 192 pages | PDF | 13 MB
The rapid rate of development in the fields of prevention, early detection and management for colorectal cancer means that the successful first edition of this accessible guide has needed to be updated and revised throughout. Primary care physicians and specialists alike will continue to find this an indispensable synopsis of the issues and options.

Colorectal Cancer in Clinical Practice Prevention, Early Detection and Management

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Elementary and Middle School Mathematics: Teaching Developmentally

John A. Van de Walle, "Elementary and Middle School Mathematics: Teaching Developmentally"
6th edition | English | 2006-02-13 | ISBN: 0205483925 | 576 pages | scan PDF | 47 mb
This leading K-8 math methods text has the most coverage of the NCTM standards, the strongest coverage of middle school mathematics, and the highest student approval of any text currently available. Elementary and Middle School Mathematics provides an unparalleled depth of ideas and discussion to help students develop a real understanding of the mathematics they will teach.

John Van de Walle, one of the foremost experts on how children learn mathematics, finds that 80 percent of the students who purchase this book keep it for reference when they begin their professional teaching careers. This text reflects the NCTM Principles and Standards and the benefits of constructivist-or student-centered-mathematics instruction. Moreover, it is structured for maximum flexibility, offering 24 brief, compartmentalized chapters that may be mixed and matched to fit any course or teaching approach.

Research in mathematics education has consistently found that understanding and skills are best developed when students are allowed to wrestle with new ideas, to create and defend solutions to problems, and to participate in a mathematical community of learners.

This student-centered, problem-based approach to learning is a central theme of this book. Learning how best to help children believe that mathematics makes sense and that they themselves can make sense of mathematics is an exciting endeavor and a lifelong process.

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