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Books on the topic 'Learning multiplication'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Battista, Michael T. Cognition-based assessment and teaching of multiplication and division: Building on students' reasoning. Portsmouth, NH: Heinemann, 2012.

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2

Schaffer, Frank. Multiplication Learning Game. Frank Schaffer, 2001.

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3

Multiplication Songs (Learning Beat Series). Kidzup Productions, 2002.

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4

Staff, Scholastic. Scholastic Learning Express Level 2: Multiplication. Scholastic, Incorporated, 2013.

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5

Zone, School. Multiplication Bingo: A School Zone Learning Game. School Zone Pub Co, 1997.

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6

Five Minute Multiplication Pad: Fun Time Learning (5 Minute Learning Pads). Brighter Child, 2008.

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7

Scholastic. Teacher's Friend 20 Learning Stickers: Multiplication and Division. Scholastic Teaching Resources, 2005.

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8

Investigations in Multiplication and Division (Contexts for Learning). Heinemann, 2007.

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9

Press, Dalmatian. Multiplication and Division: Grades 3-4 (Home Learning Tools). Home Learning Tools, 1999.

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10

Multiplication and Division / Grades 3 - 4 (Home Learning Tools). Dalmation Press, LLC, 2000.

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11

Productions, Kidzup. Multiplication Songs and Cassette(s) with CDROM (Learning Beat). Tandem Library, 2002.

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12

Publishing, School Specialty. Hands-On Learning Multiplication 0-12 Card Game (Hands-On Learning Card Games). Frank Schaffer, 2007.

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13

Fosnot, Catherine Twomey, and Frans Van Galen. Groceries, Stamps, and Measuring Strips: Early Multiplication (Contexts Learning Mathematics, Grades 3-5: Investigating Multiplication and Division). FirstHand, 2008.

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14

Math Adlibs; Multiplication & Division; Fun with Word Problems (LEARNING RESOURCES). Learning Resources, 1995.

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15

Beginning Multiplication Division Grade 3 Learning Horizons on the Go. Learning Horizons, 2009.

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16

Rodriguez, Judy, and Dave Rodriguez. Times Tables the Fun Way: Book for Kids : A Picture Method of Learning the Multiple Facts. City Creek Pr Inc, 1994.

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17

Press, Dalmatian. Easy Wipe-Off Multiplication: Grades 3-4 Math (Home Learning Tools). Home Learning Tools, 2002.

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18

CalcuLadder 2: Advanced Addition & Subtraction, Basic Multiplication (A Learning Vitamins Unit). The Providence Project, 2004.

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19

Caluladder 3 Advanced Multiplication and Basic Division (A Learning Vitamins Unit). The Providence Project, 2004.

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20

Fosnot, Catherine Twomey. Investigating Multiplication and division: Getting Started with Contexts for Learning Mathematics, Grades 3-5. FirstHand, 2010.

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21

1952-, Harel Guershon, and Confrey Jere, eds. The Development of multiplicative reasoning in the learning of mathematics. Albany: State University of New York Press, 1994.

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22

Rodriquez, David. Times Tables the Fun Way: A Picture Method of Learning the Multiplication Facts. City Creek Pr Inc, 1992.

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23

The Second Multiplication Tables Colouring Book: Solve the Puzzle Pictures While Learning Your Tables. Tarquin, 1999.

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24

Math: Learning workbook : addition and subtraction, introduction to multiplication, facts from 0 to 20. Ashland, Ohio: Bendon Publishing International, Inc., 2011.

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25

Liautaud, Judy. Times Tables the Fun Way: Activity Book : A Picture Method of Learning the Multiplication Facts. Key Publishers, Incorporated, 1998.

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26

The Multiplication Tables: Colouring Book : Solve the Puzzle Pictures While Learning Your Tables (Back to Fundamentals). Tarquin, 1997.

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27

Liautaud, Judy, and Dave Rodriguez. Times Tables the Fun Way: Book for Kids: A Picture Method of Learning the Multiplication Facts. 3rd ed. City Creek Press, Incorporated, 1999.

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28

Rodriguez, Dave. Times Tables the Fun Way Book for Kids Starter Set: A Picture Method of Learning the Multiplication Facts. City Creek Pr Inc, 1994.

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29

Liautaud, Judy, and Dave Rodriguez. Times Tables the Fun Way Book for Kids: A picture and story method of learning the multiplication facts. City Creek Press, Incorporated, 2017.

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30

Editions, Fun School. Learning at Home Is Funny: Multiplication Table Exercises. Animals Coloring Activities. Puzzles. to Keep Your Kids Entertained for Hours. Independently Published, 2020.

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31

McCall, Cynthia Ann. Training strategies to enhance the memorization of the multiplication tables with children who have arithmetic ddisabilities. 1993.

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32

Multiplication Learning Kit: Grades 3-5 with Book(s) and Sticker and Cassette(s) and Pens/Pencils and Flash Cards. Learning Horizons, 2001.

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33

Fuson, Karen C., Aki Murata, and Dor Abrahamson. Using Learning Path Research to Balance Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.003.

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This chapter is an overview of central research-based perspectives that support teaching-learning for understanding and for fluency. We summarize the Class Learning Path Model that integrates two theoretical foci – a Piagetian focus on learning and a Vygotskiian focus on teaching – and specifies phases in learning that reflect Vygotsky’s assertion about the move from spontaneous to scientific concepts. Major aspects of the model were drawn from national research-based reports. This model connects understanding and fluency with a focus on mathematically important but also accessible methods in the middle and on maths drawings and other supports for understanding these methods. Such methods can be generated by students and can bridge from less-advanced student methods to formal methods that are unnecessarily complex. For three maths domains in Grades Kindergarten through Grade 6, we illustrate and discuss methods in the middle and drawings (diagrams) that support these methods: problem solving and especially the full range of word problem situations with each quantity the unknown; multidigit addition, subtraction, multiplication, and division; and ratio and proportion. Central features of the Common Core State Standards Mathematical Practices (CCSSO/NGA 2010) in these domains are identified, and how these can support understanding and fluency are briefly discussed. Further aspects of how the pedagogical supports help students move through the Class Learning Path in their own individual ways, and implications for research and for designing maths programmes are then discussed.

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34

McCrink, Koleen, and Wesley Birdsall. Numerical Abilities and Arithmetic in Infancy. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.038.

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Numerical Abilities and Arithmetic in Infancy. In this chapter, infants’ capacity to represent and manipulate numerical amounts via a precise system for small numbers (the object-tracking system) and an imprecise system for large numbers (the Approximate Number System, or ANS) is detailed. Of particular interest is the presence of an untrained ability to calculate arithmetic outcomes as a result of mathematical operations. The evidence for addition, subtraction, ordering, multiplication, and division in infancy is reviewed and links to other domains such as statistical learning are explored.

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35

Hoffman, Joan, and School Zone. SCHOOL ZONE - Get Ready for Learning On-The-Go 6-Pack of Little Busy Books, Ages 4 and Up, Alphabet, Letter Sounds, Math, Reading, Addition, Subtraction, Multiplication, and More! School Zone Publishing, 2014.

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36

Mann, Peter. Legendre Transforms. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198822370.003.0033.

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This chapter introduces vector calculus to the reader from the very basics to a level appropriate for studying classical mechanics. However, it provides only the necessary vector calculus required to understand some of the operations perform in the text and perhaps support self-learning in more advanced topics, so the analysis is not be definitive. The chapter begins by examining the axioms of vector algebra, vector multiplication and vector differentiation, and then tackles the gradient, divergence and curl and other elements of vector integration. Topics discussed include contour integrals, the continuity equation, the Kronecker delta and the Levi-Civita symbol. Particular care is taken to explain every mathematical relation used in the main text, leaving no stone unturned!

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37

Math, Alintana Alintana. Alintana Math - Workbook Multiplication Practice for Kids : Worksheets Test Mathematics Problems Digits 0-12, Facts, Daily Timed Drills Sheet: Learning and Skills Mastering with 3000 Answers Key in, 110 Pages. Independently Published, 2020.

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38

Nunes, Terezinha. Thinking in Action and Beyond. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0013.

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Before children learn to use language, they learn about the world in action and by imitation. This learning provides the basis for language acquisition. Learning by imitation and thinking in action continue to be significant throughout life. Mathematical concepts are grounded in children’s schemas of action, which are action patterns that represent a logical organization that can be applied to different objects. This chapter describes some of the conditions that allow deaf or hard-of-hearing (DHH) children to learn by imitation and use schemas of action successfully to solve mathematical problems. Three examples of concepts that can be taught by observation and thinking in action are presented: the inverse relation between addition and subtraction, the concepts necessary for learning to write numbers, and multiplicative reasoning. There is sufficient knowledge for the use of teaching approaches that can prevent DHH children from falling behind before they start school.

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39

Haden, Catherine A., Maria Marcus, and Erin Jant. Socializing Early Skills for Remembering Through Parent–Child Conversations During and After Events. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737865.003.0002.

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In this chapter, we provide an overview of how conversations children have with their parents about events—both as they unfold and after they have occurred—can affect children’s memory for personal experiences. We begin with a discussion of the ways parents reminisce with their children about past experiences and the implications of individual differences in reminiscing styles for children’s developing event and autobiographical memory skills. Then we turn to consider how parent–child conversations as events unfold can influence understanding, encoding, and subsequent remembering. We conclude by drawing attention to potential multiplicative effects of different types of event talk for children’s learning and remembering, and how parent–child conversations during and after events may support children’s deliberate memory skills.

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40

Tran, Thanh V., and Keith T. Chan. Applied Cross-Cultural Data Analysis for Social Work. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190888510.001.0001.

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Applied Cross-Cultural Data Analysis for Social Work is a research guide which provides a hands-on approach for learning and understanding data analysis techniques for examining and interpreting data for the purpose of cultural group comparisons. This book aims to provide practical applications in statistical approaches of data analyses that are commonly used in cross-cultural research and evaluation. Readers are presented with step-by-step illustrations in the use of descriptive, bivariate, and multivariate statistics to compare cross-cultural populations using large-scale, population-based survey data. These techniques have important applications in health, mental health, and social science research relevant to social work and other helping professions, especially in providing a framework of evidence to examine health disparities using population-health data. For each statistical approach discussed in this book, we explain the underlying purpose, basic assumptions, types of variables, application of the Stata statistical package, the presentation of statistical findings, and the interpretation of results. Unlike previous guides on statistical approaches and data analysis in social work, this book explains and demonstrates the strategies of cross-cultural data analysis using descriptive and bivariate analysis, multiple regression, additive and multiplicative interaction, mediation, and SEM and HLM for subgroup analysis and cross-cultural comparisons. This book also includes sample syntax from Stata for social work researchers to conduct cross-cultural analysis with their own research.

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