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Explore the new edition-including video clips, a sample chapter, and related blogs-at Heinemann.com/ChildrensMath

The bestselling first edition of Children's Mathematics helped hundreds of thousands of teachers understand children's intuitive mathematical thinking and use that knowledge to help children learn mathematics with understanding. The highly anticipated Second Edition provides new insights about Cognitively Guided Instruction based on the authors' research and experience in CGI classrooms over the last 15 years. Highlights include:

how children solve problems using their intuitive understanding of addition, subtraction, multiplication, and division
the development of children's mathematical thinking throughout the primary grades
instructional practices that promote children's active engagement in mathematics
connections between children's strategies and powerful mathematical concepts

A new expanded collection of over 90 online video episodes illustrating children's mathematical thinking, interactions between students and teachers, and classroom instruction that builds on children's mathematical thinking.

Together, the Second Edition and videos provide a detailed research-based account of the development of children's mathematical thinking and problem solving, and how teachers can promote this development in ways that honor children's thinking.

Save money when you buy all three books in the Cognitively Guided Instruction series together: Children's Mathematics, Extending Children's Mathematics, and Thinking Mathematically

83:T777,

In Children's Mathematics: Cognitively Guided Instruction, Thomas Carpenter, Megan Franke, and Linda Levi helped hundreds of thousands of teachers understand children's intuitive problem-solving and computational processes and how to use that knowledge to enhance students' understanding of arithmetic.

In Thinking Mathematically, the same author team shows how Operations and Algebraic Thinking can be viewed as a unified field by understanding how children's intuitive strategies naturally draw upon the properties of operations and other algebraic concepts. This book shows how teachers can recognize and support children's use of the properties of operations and other algebraic concepts in a manner that deepens students' understanding of arithmetic and provides a solid foundation for learning algebra. This book also shows how teachers can increase their own knowledge of mathematics in the process of interacting with their children and reflecting about their practice.

Thinking Mathematically provides numerous examples of classroom dialogues that indicate how properties of operations and other algebraic ideas emerge in children's thinking and what problems and questions help to elicit them. Special features of the book help teachers develop their own understanding of mathematics along with their students':

Teacher Commentaries capture the voices of a number of teachers, providing realistic portrayals of what happens in class.

End-of-chapter Challenges offer a variety of problems and activities for teachers to increase their own knowledge of mathematics and to help their students develop algebraic thinking.

Additional Online Resources provide rich illustrations of ideas in the book, including extended interactions with individual children or classroom episodes--all clearly linked to the text.

84:T793,Thinking Mathematically "provides a rich portrait of arithmetic set in a broader perspective on mathematics, and on what it means to do and learn it. . . . The book overflows with supports for the mathematical work of the teacher in pressing students, provoking, supporting, pointing, and attending with care." - Hyman Bass and Deborah Loewenberg Ball In "Children's Mathematics: Cognitively Guided Instruction," Thomas Carpenter, Megan Franke, and Linda Levi helped tens of thousands of teachers understand children's intuitive problem-solving and computational processes. More important, the authors helped teachers figure out how to use that knowledge to enhance students' understanding of arithmetic. In this book the same author team takes teaching and learning mathematics to the next level, revealing how children's developing knowledge of the powerful unifying ideas of mathematics can deepen their understanding of arithmetic and provide a solid foundation for learning algebra. This book also shows how teachers can increase their own knowledge of mathematics in the process of interacting with their children and reflecting about their practice. "Thinking Mathematically" provides numerous examples of classroom dialogues that indicate how algebraic ideas emerge in children's thinking and what problems and questions help to elicit them. Special features of the book help teachers develop their own understanding of mathematics along with their students': Teacher Commentaries capture the voices of a number of teachers, providing realistic portrayals of what happens in class. End-of-chapter Challenges offer a variety of problems and activities for teachers to increase their own knowledge ofmathematics and to help their students develop algebraic thinking. An accompanying CD provides rich illustrations of ideas in the bookextended interactions with individual children or classroom episodesall clearly linked to the text.85:T5fc,

"Young children are naturally curious and observant, and enter school ready to connect their rich informal understandings about the world around them to their experiences in classrooms."
--Thomas Carpenter, Megan Franke, Nicholas Johnson, Angela Chan Turrou, and Anita Wager

Cognitively Guided Instruction (CGI) has helped hundreds of thousands of teachers better understand how their students think mathematically. Young Children's Mathematics, the newest addition to the CGI family of books, explores the development of mathematical understanding in the youngest learners. Young children's everyday lives are full of mathematically-related conversation and play--and they enter school ready to make connections with these informal experiences. This book helps teachers recognize opportunities for making these connections by examining:

how children apply their emerging counting skills to problem solving situations
how teachers effectively engage with young learners to support their mathematical development
How noticing the details of what children can do helps us to build on their partial understandings
ways to bridge children's mathematical worlds at home and school

Reinforced with classroom video clips, Young Children's Mathematics provides an in-depth, research-based look at how children's early learning develops and how teachers can authentically promote this kind of sense-making in mathematics.3c:["$","$L7d",null,{"state":{"mutations":[],"queries":[{"dehydratedAt":1793633299905,"state":{"data":{"pages":[{"requestId":"ae4f999d-1478-4b25-bedd-514ffe241a99","total":{"value":5,"relation":"eq"},"rows":[{"entityType":"book","isbn":"9780325052878","id":500504,"score":2,"position":0,"book":{"id":500504,"isbn":"9780325052878","created":"2021-06-23T08:05:01.000Z","title":"Children's mathematics : cognitively guided instruction","description":"$82","htmlDescription":null,"pages":240,"language":"eng","depth":13,"height":187,"width":235,"weight":418,"edition":"2","publishDate":"2015","authorNames":"Thomas P. Carpenter, Elizabeth Fennema, Megan Loef Franke, Linda Levi, Susan B. 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