CML Book
Children’s Mathematical Learning (CML) was originally designed as a supplement for elementary mathematics education courses including content, methods, and graduate courses. However, parents have also found the materials beneficial. The books and the CML project is based on the premise that knowledge of how children learn mathematics will enhance students learning of mathematics-make math more meaningful, and will enhance teachers ability to teach math to children.
Each section contains insights and examples of how children come to understand mathematics. Many of the descriptions of how children learn are based on research, but some are based on the authors’ personal experiences with helping children learn mathematics. We have attempted to use our own knowledge and experiences along with research to present descriptions of how children understand the mathematics. At the end of each section are “Problems and Exercises”. Many of these questions are from the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS).
A key feature of the book is “Children’s Solutions and Discussion of Problems and Exercises” section. Here we present both children’s solutions and errors or a discussion for the “Problems and Exercises”. With the NAEP and TIMSS questions, we give the percentage of children who had the correct solution. With some NAEP questions we also give children’s actual solutions. All the data we present may not be indicative of how a particular child or class will perform on the problem. The data is intended to provide a general idea on how many children perform on similar problems.
Each section contains insights and examples of how children come to understand mathematics. Many of the descriptions of how children learn are based on research, but some are based on the authors’ personal experiences with helping children learn mathematics. We have attempted to use our own knowledge and experiences along with research to present descriptions of how children understand the mathematics. At the end of each section are “Problems and Exercises”. Many of these questions are from the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS).
A key feature of the book is “Children’s Solutions and Discussion of Problems and Exercises” section. Here we present both children’s solutions and errors or a discussion for the “Problems and Exercises”. With the NAEP and TIMSS questions, we give the percentage of children who had the correct solution. With some NAEP questions we also give children’s actual solutions. All the data we present may not be indicative of how a particular child or class will perform on the problem. The data is intended to provide a general idea on how many children perform on similar problems.
