Aprende cómo utilizar los materiales de tu aula y diversos recursos educativos para sacar el máximo partido a tus sesiones ABN. La autora, María del Mar Quírell José, maestra en Educación Infantil y experta acreditada en el método ABN nos presenta los ABN&Recursos. El libro reproduce la secuencia de aprendizaje para los niños/as de 3 años, 4 años y 5 años paso a paso. Inicia un viaje matemático en el que aprender y disfrutar a partes iguales con pompones, policubos, Rectas Numéricas, Tablas del 100 y ¡mucho más! Incluye una Situación de Aprendizaje completa y concretada en la normativa actual que espera servirte de base para crear las tuyas. Un manual inspirador y práctico muy útil para los docentes, profesionales de la educación en general y familias que deseen enseñar unas Matemáticas adaptadas a las necesidades y características del niño/a. No olvides descargar los materiales imprimibles con los códigos QR que aparecen en su interior y que te llevarán al blog docente: «Un Mar de ideas para la Educación Infantil».

This book is related to the educational networking (EN) domain, an incipient but disrupting trend engaged in extending and improving formal and informal academic practices by means of the support given by online social networks (OSNs) and Web 2.0 technologies. With the aim of contributing to spread the knowledge and development of the arena, this volume introduces ten recent works, whose content meets the quality criteria of formal scientific labor that is worthy to be published according to following five categories: · Reviews: gather three overviews that focus on K-12 EN practice, mixed methods approaches using social network analysis for learning and education, and a broad landscape of the recent accomplished labor. · Conceptual: presents a work where a theoretical framework is proposed to overcome barriers that constrain the use of OSNs for educational purposes by means of a Platform Adoption Model. · Projects: inform a couple of initiatives, where one fosters groups and networks for teachers involved in distance education, and the other encourages students the author academic videos to improve motivation and engagement. · Approaches: offer three experiences related to: Wiki and Blog usage for assessment affairs, application of a method that encourages OSNs users to actively post and repost valuable information for the learning community, and the recreation of learning spaces in context–aware to boost EN. · Study: applies an own method to ranking Mexican universities based on maximal clique, giving as a result a series of complex visual networks that characterize the tides among diverse features that describe academic institutions practice. In resume, this volume offers a fresh reference of an emergent field that contributes to spreading and enhancing the provision of education in classrooms and online settings through social constructivism and collaboration policy. Thus, it is expected the published content encourages researchers, practitioners, professors, and postgraduate students to consider their future contribution to extent the scope and impact of EN in formal and informal teaching and learning endeavors.

Accompanying CD-ROM contains video clip examples.

Word problems have been a staple of mathematics instruction for centuries, yet the rationale for their use has remained largely unexamined. A range of findings have shown how students consistently answer them in ways that fail to take account of the reality of the situations described. This monograph reports on studies carried out to investigate this "suspension of sense-making" in answering word problems. In Part One, a wide range of examples documenting the strength of the phenomenon is reviewed. Initial surprise at the findings was replaced by a conviction that the explanation lies in the culture of the mathematics classroom, specifically the rules implicitly governing the nature and interpretation of the word problem genre. This theoretical shift is reflected in Part Two. A detailed analysis of the way in which word problems are currently taught in typical mathematical classrooms is followed by reviews of design experiments illustrating how, by immersing students in a fundamentally changed learning environment, they can acquire what the authors consider to be more appropriate conceptions about, and strategies for doing, word problems. Part Three turns to a wider discussion of theoretical issues, a further analysis of the features of the educational system considered responsible for outcomes detrimental to many students' understanding and conception of mathematics, and suggestions for rethinking the role of word problems within the curriculum.

Maria Montessori, 1870-1952, Italian physician and educator.

This landmark resource gives educational decision-makers and researchers theoretical and practical insight into mathematical learning difficulties and disabilities, combining diverse perspectives from fields such as special education, developmental