Collaborating with Families and other Stakeholders to Help Students
Chapter 7 discusses how families, the community, and principals can collaborate to help students. One of the main ideas in the chapter is that creating a forum for parents around mathematics demonstrates the importance of the subject and instills confidence in parents by assuring them that a school is a great place for preparing their children for further studies, including elementary school and beyond (Van De Walle et al., p.98). The second main idea is that teachers and children should make decisions on whether a calculator detracts or supports them when solving mathematics problems (Van De Walle et al.,100). These two ideas can be applied to improve mathematics learning and the collaboration between students and the people around them.
Question: Should parents and the community be involved in determining the mathematics content that students should be taught in school? Why or why not?
Chapter 8 discusses the strategies that teachers can use to develop number sense and concepts linked to early numbers. One of the main ideas of the chapter is that children are more exposed to the word more than the word less because they encounter it often, which is why teachers should focus on paring the two words to help students understand them (Van De Walle et al., p.119). The second main idea is that first-grade and kindergarten children develop a collection of various relationships and learn subtraction and addition facts based on the relationships when they are regularly asked to solve word problems (Van De Walle et al., p.130).
Question: What strategies can teachers use to improve the mystery of numbers and the conceits linked to numbers among kindergarten students?
The two chapters offered two new pieces of information that mathematics teachers can use to help students improve their mastery of the concepts taught in class. One of the pieces of information is that teachers can help parents establish the connection between numeracy and literacy and theory daily life by asking parents to identify mathematics in the books they read, share anecdotes, create opportunities during household chores, and do scavenger hunts (Van De Walle et al.,106). The second piece of information is that graphs can be effective in helping students connect with numbers (Van De Walle et al.,136). These two pieces of information can be applied in curriculum development to improve the learning of mathematics concepts among learners at different academic levels.
References
Van De Walle, J. A., Lovin, L. H., Bay-Williams, J. M., & Karp, K. (2017). Teaching Student-Centered Mathematics: Developmentally appropriate instruction for Pre-K-2 (3rd ed., Vol. 1). Pearson.
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Question 
I need you to complete my discussion board READ CHAPTER 7 (COLLABORATING WITH FAMILIES AND OTHER STAKEHOLDERS) & Chapter 8 (DEVELOPING EARLY NUMBER CONCEPTS AND NUMBER SENSE) in the textbook listed below. Then write TWO main ideas of each chapter (with page numbers where you got it). Then write At least 2 pieces of information that surprised you (and why) OR were new to you OR you disagreed with (and why) and then write a question you have after reading the chapters. CITE THE TEXT IN RESPONSE. Then read two classmates’ responses and respond to 1 of their comments & questions.
Collaborating with Families and other Stakeholders to Help Students
Question: Should parents and the community be involved in determining the mathematics content that students should be taught in school? Why or why not?