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West Ashley Library
Closed (2024 - Labor Day)
Phone: (843) 766-6635
Folly Beach Library
Closed (2024 - Labor Day)
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
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Phone: (843) 883-3914
Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
Closed (2024 - Labor Day)
Phone: (843) 884-9741
St. Paul's/Hollywood Library
Closed (2024 - Labor Day)
Phone: (843) 889-3300
Otranto Road Library
Closed (2024 - Labor Day)
Phone: (843) 572-4094
Mt. Pleasant Library
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Phone: (843) 849-6161
McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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Phone: (843) 552-6466
John L. Dart Library
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Baxter-Patrick James Island
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Main Library
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Phone: (843) 805-6930
Bees Ferry West Ashley Library
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Phone: (843) 805-6892
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Phone: (843) 805-6909
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
Teacher-Centered Projects: Confidence, Risk Taking and Flexible Thinking (Mathematics).
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- Author(s): Liedtke, Werner W.
- Language:
English- Publication Date:
1999- Document Type:
Reports - Research
Speeches/Meeting Papers - Language:
- Additional Information
- Availability: Full text at Web site: http://www.educ.uvic.ca/connections.
- Peer Reviewed: N
- Source: 8
- Subject Terms:
- Subject Terms:
- Abstract: The framework of the new British Columbia mathematics curriculum for grades 1-7 includes willingness to take risks and expanded tolerance of ambiguity as goals of mathematics learning. Two projects in Victoria (British Columbia) elementary schools explored ways to promote positive student attitudes toward mathematical tasks and problem solving. During the first several months of school, six first-graders were identified as being reluctant or unwilling to take risks during mathematics instruction. Open-ended tasks with multiple solutions or methods of solution were expected to stimulate curiosity, group discussion, and risk taking. Once or twice a week, several open-ended activities were presented to the six students as a group or in smaller groups. Over time, the teacher noted positive changes in the classroom behavior of four of the students, who became more willing to ask questions and volunteer answers. In a second project, a self-assessment checklist that included statements about mathematics attitudes was completed by students in grades 6-7 at the beginning and end of the school year. During the year, open-ended tasks were included during mathematics instruction whenever possible. At the end of the year, improvements were noted in students' attitudes toward mathematics and problem solving, and students' comments indicated that they enjoyed solving problems in different ways and having the opportunity to explain their thinking. (SV)
- Publication Date: 2000
- Accession Number: ED442612
- Availability:
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