**Book Title:** Beyond Answers: Exploring Mathematical Practices with Young Children

**Publisher:** Stenhouse Publishers

**ISBN:** 1571109021

**Author:** Mike Flynn

*** You need to enable Javascript in order to proceed through the registration flow.**

**Book Title:** Beyond Answers: Exploring Mathematical Practices with Young Children

**Publisher:** Stenhouse Publishers

**ISBN:** 1571109021

**Author:** Mike Flynn

Primary: Beyond Answers: Exploring Mathematical Practices with Young Children.pdf - 23,230 KB/Sec

Mirror [#1]: Beyond Answers: Exploring Mathematical Practices with Young Children.pdf - 42,207 KB/Sec

Mirror [#2]: Beyond Answers: Exploring Mathematical Practices with Young Children.pdf - 36,833 KB/Sec

- But Why Does It Work?: Mathematical Argument in the Elementary Classroom
- Mindset Mathematics: Visualizing and Investigating Big Ideas, Grade 4
- Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series)
- Which One Doesn't Belong?: A Shapes Book
- Becoming the Math Teacher You Wish You'd Had: Ideas and Strategies from Vibrant Classrooms
- Routines for Reasoning: Fostering the Mathematical Practices in All Students
- Number Talks: Fractions, Decimals, and Percentages
- Young Children's Mathematics: Cognitively Guided Instruction in Early Childhood Education
- Guided Math Workstations K-2
- Conferring with Young Mathematicians at Work

The Standards for Mathematical Practice are written in clear, concise language. Even so, to interpret them and visualize what they mean for your teaching practice isn’t always easy. In this practical, easy-to-read book*,* Mike Flynn provides teachers with a clear and deep sense of these standards and shares ideas on how best to implement them in K–2 classrooms.

Each chapter is dedicated to a different practice. Using examples from his own teaching and vignettes from many other K–2 teachers, Mike does the following:

*Beyond Answers *is a wonderful resource that can be used by individual teachers, study groups, professional development staff, and in math methods courses.

Each chapter is dedicated to a different practice. Using examples from his own teaching and vignettes from many other K–2 teachers, Mike does the following:

- Invites you to break the cycle of teaching math procedurally
- Demonstrates what it means for children to
*understand*—not just*do*—math - Explores what it looks like when young children embrace the important behaviors espoused by the practices