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Making Sense
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Table of Contents

Introducing the Critical Features of Classrooms; The Nature of Classroom Tasks; The Role of the Teacher; The Social Culture of the Classroom; Mathematical Tools as Learning Supports; Equity and Accessibility; A Day in the Life of One Cognitively Guided Instruction Classroom; A Day in the Life of a Conceptually Based Instruction Classroom; Student Talk in a Problem-Centred Classroom; Snapshots Across Two Years in the Life of an Urban Latino Classroom; Revisiting the Critical Features of Classrooms.

About the Author

Thomas Carpenter is Professor of Curriculum and Instruction at the University of Wisconsin-Madison, where he has taught for twenty-five years. He is the former editor of the National Council of Teachers of Mathematics (NCTM) Journal for Research in Mathematics Education, and has received the NCTM Lifetime Achievement award for Distinguished Service to Mathematics Education among other awards. Elizabeth Fennema is Emerita Professor of Curriculum and Instruction and Senior Scientist at the Wisconsin Center for Education Research at the University of Wisconsin-Madison. She has studied the teaching and learning of mathematics throughout her professional career, and is well known for her work on gender and mathematics. Karen C. Fuson is a member of a working group of the National Center for Research in Mathematical Sciences Education at the University of Wisconsin-Madison. The purpose of the group is to consider the teaching and learning of whole-number arithmetic in elementary school. James Hiebert is a member of a working group of the National Center for Research in Mathematical Sciences Education at the University of Wisconsin-Madison. The purpose of the Group is to consider the teaching and learning of the whole-number arithmetic in elementary school. Hanlie Murray is a member of a working group of the National Center for Research in Mathematical Sciences Education at the University of Wisconsin-Madison. The purpose of the group is to consider the teaching and learning of whole-number arithmetic in elementary school. Diana Wearne is a member of a working group of the National Center for Research in Mathematical Sciences Education at the University of Wisconsin-Madison. The purpose of the group is to consider the teaching and learning of whole-number arithmetic in elementary school.

Reviews

"I recommend this easy-to-read book to educators of students of all ages and to instructors of other content areas."-Teaching Children Mathematics

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