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Books on the topic 'Activities to develop algorithmic thinking'

Author: Grafiati

Published: 28 June 2021

Last updated: 4 February 2022

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1

Micklus, C. Samuel. Make learning fun!: Activities to develop creativity. Glassboro, N.J. (P.O. Box 27, 110 E. High St., Glassboro, N.J. 08028): Creative Competitions, 1988.

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2

101 fresh & fun critical-thinking activities: Engaging activities and reproducibles to develop kids' higher-level thinking skills. New York: Scholastic Professional Books, 1998.

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3

81 fresh & fun critical-thinking activities: Engaging activities and reproducibles to develop kids' higher-level thinking skills. New York: Scholastic Professional Books, 1998.

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4

Rowley, Chris. Thinking on the edge: Thinking activities to develop citizenship and environmental awareness around Morecambe Bay. [Kendal?]: Living Earth, 2003.

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5

Reproducibles, activities, and ideas to develop critical thinking for the primary grades. New York: Scholastic Professional Books, 1992.

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6

Yeap, Ban Har. Every child can do math: Deceptively simple activities to develop mathematical thinking. Peterborough, New Hampshire: Crystal Springs Books, 2012.

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7

Tuttle, Cheryl Gerson. Thinking games to play with your child: Easy ways to develop creative and critical thinking skills. Los Angeles: Lowell House, 1991.

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8

Tuttle, Cheryl Gerson. Thinking games to play with your child: Easy ways to develop creative and critical thinking skills. 2nd ed. Los Angeles: Lowell House, 1997.

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9

Swan, Paul. Dice dilemmas: Activities to promote mental computation and develop thinking about chance processes. Woodvale, WA: A-Z Type, 1997.

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10

Reproducibles, activities, and ideas to develop critical thinking for the middle and upper grades. New York: Scholastic Professional Books, 1991.

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11

1950-, Wood Elaine, ed. Science sleuths: 60 forensic activities to develop critical thinking and inquiry skills, grades 4-8. San Francisco, CA: Jossey-Bass, 2006.

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12

Green, Nancy Sokol. Raising curious kids: Over 100 simple activities to develop your child's imagination. New York: Crown Trade Paperbacks, 1995.

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13

Simon, Sarina. 101 amusing ways to develop your child's thinking skills and creativity. Los Angeles: Lowell House, 1989.

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14

Simon, Sarina. 101 amusing ways to develop your child's thinking skills and creativity. Los Angeles: Lowell House, 1996.

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15

Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian language.8. How to Plan and Use an Environment to Teach Italian to ForeignersThis chapter focuses on learning space to teach Italian to foreigners. The main aim is to provide practical advice and support to the teachers of Italian language schools that are going to explore how to develop and adapt learning spaces to the teaching activities and the students’ needs.

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16

Wallace, Belle, and Debby Evans. Story-think!: Fun Activities to Develop Thinking Skills. Juta Gariep, 1998.

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17

Barden, Cindy. Just Think! Activities to Develop Critical Thinking (Grade 4). Milliken Publishing Company, 2000.

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18

Just Think! Activities to Develop Critical Thinking (Just Think!, Grade 6). Milliken Publishing Company, 2000.

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19

Just Think! Activities to Develop Critical Thinking (Just Think!, Grade 5). Milliken Publishing Company, 2000.

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20

Levitin, Anany, and Maria Levitin. Algorithmic Puzzles. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199740444.001.0001.

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While many think of algorithms as specific to computer science, at its core algorithmic thinking is defined by the use of analytical logic to solve problems. This logic extends far beyond the realm of computer science and into the wide and entertaining world of puzzles. In Algorithmic Puzzles, Anany and Maria Levitin use many classic brainteasers as well as newer examples from job interviews with major corporations to show readers how to apply analytical thinking to solve puzzles requiring well-defined procedures. The book's unique collection of puzzles is supplemented with carefully developed tutorials on algorithm design strategies and analysis techniques intended to walk the reader step-by-step through the various approaches to algorithmic problem solving. Mastery of these strategies--exhaustive search, backtracking, and divide-and-conquer, among others--will aid the reader in solving not only the puzzles contained in this book, but also others encountered in interviews, puzzle collections, and throughout everyday life. Each of the 150 puzzles contains hints and solutions, along with commentary on the puzzle's origins and solution methods. The only book of its kind, Algorithmic Puzzles houses puzzles for all skill levels. Readers with only middle school mathematics will develop their algorithmic problem-solving skills through puzzles at the elementary level, while seasoned puzzle solvers will enjoy the challenge of thinking through more difficult puzzles.

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21

Walker, Pam, and Elaine Wood. Science Sleuths: 88 Activities to Develop Science Inquiry and Critical Thinking Skills, Grades 4-8. Jossey-Bass, 2006.

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22

Spoofing and Proofing the Classics: Literature-Based Activities to Develop Critical Reading Skills and Grammatical Knowledge. Teacher Ideas Press, an imprint of Libraries Unlimited, 2007.

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23

Windows to attribute blocks: Reproducible activities, grades K-3 ; activities to develop logical thinking emphasizing the most important NCTM standards ... communication, math reasoning, connections. American Teaching Aids, 1993.

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24

Windows to tangrams: Reproducible activities, grades 1-3 : activities to develop logical thinking emphasizing the most important NCTM standards : Problem ... communication, math reasoning, connections. American Teaching Aids, 1992.

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25

Creative Thinking Problem Solving Across The Curriculum Ages 8 10 Activities And Ideas To Develop A Creative Perspective In Problem Solving Across The Curriculum. Bloomsbury Publishing PLC, 2007.

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26

Peters, Sally, Keryn Davis, and Ruta McKenzie. Children’s ‘working theories’ as curriculum outcomes. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0016.

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This chapter explores how children make sense of their world through the development and refinement of ‘working theories’. Working theories are a key item for young learners, and are emphasized in the New Zealand early childhood curriculum Te Whāriki. Children’s working theories develop in environments where they have opportunities to engage in complex thinking with others, observe, listen, participate, and discuss, within the context of topics and activities. It is through interactions and activities that children begin to own the ideas and beliefs of their culture and begin to make sense of their worlds. However, fostering this learning in early childhood settings is not always easy, and requires skilled adults who can respond appropriately. We explore and discuss the nature of children’s working theories and ways in which adult–child interactions can enhance or inhibit a sense of wonder and curiosity.

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27

Gelman, Andrew, and Deborah Nolan. Directed projects in a mathematical statistics course. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198785699.003.0020.

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In this chapter we present a model for using case studies for the core of an undergraduate theoretical statistics course. These case studies have more depth than most examples found in typical mathematical statistics texts. Each case study provides a real-world question to be addressed as well as background information on the question, data to address the problem, and suggestions for investigating the problem. An important goal is to encourage and develop statistical thinking. This chapter provides both a sample case study on quality control and analysis of variance and a directed project on experimental design that includes a discussion of how we have changed the class to fit these activities into the course. In essence, the case studies become the centerpiece of the course, and as a result, the curriculum, lectures, and assignments are significantly different from a traditional mathematical statistics course.

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