Conceptual Model-Based Problem Solving : (Record no. 35336)
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| 000 -LEADER | |
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| fixed length control field | 04818nam a2200457Ii 4500 |
| 001 - CONTROL NUMBER | |
| control field | BRILL9789462091047 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | nllekb |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260610105426.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr un uuuua |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 191130s2012 ne sb 001 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789462091047 |
| Qualifying information | (electronic book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9789462091030 |
| Qualifying information | (print) |
| 024 7# - OTHER STANDARD IDENTIFIER | |
| Standard number or code | 10.1007/978-94-6209-104-7 |
| Source of number or code | DOI |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)828860802 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | NL-LeKB |
| Transcribing agency | NL-LeKB |
| Description conventions | rda |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | QA16 |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | JN |
| Source | bicssc |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | EDU |
| Subject category code subdivision | 000000 |
| Source | bisacsh |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 510.71 |
| Edition information | 23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Xin, Yan Ping, |
| Relator term | author. |
| 245 10 - TITLE STATEMENT | |
| Title | Conceptual Model-Based Problem Solving : |
| Remainder of title | a Teach Students with Learning Difficulties to Solve Math Problems / |
| Statement of responsibility, etc. | Yan Ping Xin. |
| 246 3# - VARYING FORM OF TITLE | |
| Title proper/short title | Teach Students with Learning Difficulties to Solve Math Problems |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Leiden; |
| -- | Boston : |
| Name of producer, publisher, distributor, manufacturer | Brill | Sense, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2012. |
| 300 ## - online resource | |
| Extent | 1 online resource |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001 |
| 505 00 - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Preliminary Material -- Conceptual Model-based Problem Solving -- COMPS Program -- Representing Part-Part-Whole (PPW) Problems -- Solving Part-Part Whole (PPW) Problems -- Representing Additive Compare (AC) Problems -- Solving Additive Compare (AC) Problems -- Solving Mixed PPW and AC Problems -- Representing Equal Groups (EG) Problems -- Solving Equal Groups (EG) Problems -- Representing Multiplicative Compare (MC) Problems -- Solving Multiplicative Compare (MC) Problems -- Solving Mixed Equal Groups and Multiplicative -- Solving Complex Word Problems -- Solving Mixed Multi-Step Problems -- Connection between Mathematical Ideas -- Student Worksheets -- Reference Guide -- References. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Are you having trouble in finding Tier II intervention materials for elementary students who are struggling in math? Are you hungry for effective instructional strategies that will address students’ conceptual gap in additive and multiplicative math problem solving? Are you searching for a powerful and generalizable problem solving approach that will help those who are left behind in meeting the Common Core State Standards for Mathematics (CCSSM)? If so, this book is the answer for you. • The conceptual model-based problem solving (COMPS) program emphasizes mathematical modeling and algebraic representation of mathematical relations in equations, which are in line with the new Common Core. • “Through building most fundamental concepts pertinent to additive and multiplicative reasoning and making the connection between concrete and abstract modeling, students were prepared to go above and beyond concrete level of operation and be able to use mathematical models to solve more complex real-world problems. As the connection is made between the concrete model (or students’ existing knowledge scheme) and the symbolic mathematical algorithm, the abstract mathematical models are no longer “alien” to the students.” As Ms. Karen Combs, Director of Elementary Education of Lafayette School Corporation in Indiana, testified: “It really worked with our kids!” • “One hallmark of mathematical understanding is the ability to justify,… why a particular mathematical statement is true or where a mathematical rule comes from” (http://illustrativemathematics.org/standards). Through making connections between mathematical ideas, the COMPS program makes explicit the reasoning behind math, which has the potential to promote a powerful transfer of knowledge by applying the learned conception to solve other problems in new contexts. • Dr. Yan Ping Xin’s book contains essential tools for teachers to help students with learning disabilities or difficulties close the gap in mathematics word problem solving. I have witnessed many struggling students use these strategies to solve word problems and gain confidence as learners of mathematics. This book is a valuable resource for general and special education teachers of mathematics. - Casey Hord, PhD, University of Cincinnati. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on print version record. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Mathematics |
| General subdivision | Study and teaching (Elementary). |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Inclusive education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Learning disabled children |
| General subdivision | Education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Learning strategies. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Problem-based learning. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Title | Conceptual Model-Based Problem Solving: Teach Students with Learning Difficulties to Solve Math Problems, |
| Place, publisher, and date of publication | Leiden Boston : Brill | Sense, 2012 |
| Record control number | 9789462091030 |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001. |
| 856 4# - ELECTRONIC LOCATION AND ACCESS | |
| Public note | DOI: |
| Uniform Resource Identifier | <a href="http://dx.doi.org/10.1007/978-94-6209-104-7">http://dx.doi.org/10.1007/978-94-6209-104-7</a> |
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