Foundations for Teaching Arithmetic Version 2

 


Welcome to the
The Foundations for Teaching Arithmetic
CDROM website.
A resource for teachers by Kaye Stacey and Kyla Marston.
The CD is also available for purchase.

Click on the image below to start using Foundations for Teaching Arithmetic now

FTA cover link

Brief Description of the Foundations for Teaching Arithmetic CDROM

How to order the Foundations for Teaching Arithmetic CDROM

Brief Description of the Foundations for Teaching Arithmetic CDROM

This CDROM supports the teaching of Number and arithmetic from early primary into junior secondary years. It explains the important mathematical principles underlying the subject and demonstrates how these can be explained to students and shows both expert performance and intermediate stages. It is useful for both practising teachers and teacher education students.

The CDROM Version 2 contains six topics. It has text, extensive graphics, slideshows and small movies demonstrating solution methods of various stages of sophistication.

Foundations for Teaching Arithmetic has been created by Professor Kaye Stacey and Ms Kyla Marston, with contributions from the mathematics education group at the University of Melbourne Faculty of Education.

Whole Numbers
Fractions
Decimals
Negative Numbers
Measurement
Percent, Ratio and Rates

This is a still from a movie explaining division of fractions.

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How to order the Foundations for Teaching Arithmetic CDROM

If you would like to purchase a copy of this CD, it is now available as part of the compilation CDROM "Teaching Number in the Middle Years" - see ordering information from this link.

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For information about pages in this section, contact: Kaye Stacey
Contact Email Address: k.stacey@unimelb.edu.au
Faculty Homepage: http://education.unimelb.edu.au/
Last modified: Thur 24 July 2014

This page and other pages within this directory, the contents and style, are the responsibility of the author and do not represent the views, policies or opinions of The University of Melbourne.

©
University of Melbourne
2003