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Advancing the Learning Agenda in Jewish Education

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ISBN: 9781618117533 9781618118790 9781644692837 9781618117540 Year: Language: English
Publisher: Academic Studies Press Grant: Knowledge Unlatched - 104895
Subject: Religion
Added to DOAB on : 2019-10-15 11:21:16
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Jewish educational projects and programs are thriving, attracting philanthropic support for exciting and creative approaches in every sector and setting. But underneath that energy, we are not as clear as we ought to be about desired outcomes, the kinds of learning needed to achieve these, and how those kinds of learning actually occur. This volume is the first of its kind to bring together scholars from inside Jewish education and from the learning sciences. It offers a set of critical perspectives on learning, sometimes borrowing models from other domains (such as science) and sometimes examining specific domains within Jewish education (such as havruta learning or the learning of Jewish history). Collectively, these contributions help to advance a smarter, sharper conversation about Jewish learning that matters.

Building the Foundation: Whole Numbers in the Primary Grades: The 23rd ICMI Study

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Book Series: New ICMI Study Series ISSN: 1387-6872 ISBN: 9783319635545 9783319635552 Year: Pages: 536 DOI: https://doi.org/10.1007/978-3-319-63555-2 Language: English
Publisher: Springer Grant: International Commission on Mathematical Instruction (ICMI); International Mathematical Union (IMU)
Subject: Education --- Mathematics
Added to DOAB on : 2018-06-22 15:48:51
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This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account. One of the main challenges of designing the first ICMI primary school study of this kind is the complex nature of mathematics at the early level. Accordingly, a focus area that is central to the discussion was chosen, together with a number of related questions. The broad area of Whole Number Arithmetic (WNA), including operations and relations and arithmetic word problems, forms the core content of all primary mathematics curricula. The study of this core content area is often regarded as foundational for later mathematics learning. However, the principles and main goals of instruction on the foundational concepts and skills in WNA are far from universally agreed upon, and practice varies substantially from country to country. As such, this study presents a meta-level analysis and synthesis of what is currently known about WNA, providing a useful base from which to gauge gaps and shortcomings, as well as an opportunity to learn from the practices of different countries and contexts.

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