PROBLEM SOLVING
(Kantowski, 1981) |
Voyages incorporates meaningful and varied problem-solving experiences within each lesson. |
MATHEMATICAL REASONING
(Lean and Clements, 1981; Clements and Del Campo, 1989) |
Voyages models and encourages students to use visual representations to solve problems with a variety of perceptual aspects. |
USE OF MANIPULATIVES
(Suydam and Higgins, 1977) |
Voyages employs manipulatives in extended activity-based lessons, rather than in narrow activities, to maximize the potential of the materials. |
CONCEPTUAL LEARNING AND PROCEDURAL FLUENCY
(Wearne and Hiebert, 1988) |
Voyages introduces new major concepts with appropriate manipulatives in lessons called Excursions. |
NUMBER CONCEPTS AND OPERATIONS
(Wearne and Hiebert, 1988; Fusin, 1992; Steinberg, 1985; Bell et al 1989; English and Halford, 1995) |
Voyages utilizes concrete materials to teach decimals. Grades 1 and 2 of Voyages stress the use of derived-fact strategies to master addition facts.
Voyages introduces a variety of models for multiplication, including arrays, area, and number lines. |
PERFORMANCE-BASED ASSESSMENT
(Fredriksen and Collins, 1989; Linn et al, 1991; Wolf et al, 1991) |
All of the formative and summative assessments in Voyages include alternative assessments, and the assessments are designed to inform instruction. |
ESTIMATION AND MENTAL COMPUTATION
(Markovits and Sowder, 1994; Resnick, 1989) |
Voyages places a heavy emphasis throughout each level on composing and decomposing numbers. |
MEASUREMENT
(Babcock, 1978; Taloumis, 1979) |
Voyages emphasizes at each level real measurement skills done concretely. |
ALGEBRA
(Harel and Dubinsky, 1992; Greenes and Findell, 1999) |
The concept of a function is taught and frequently employed in the problem-solving section of Voyages lessons.
The Connections pages within each Voyages Anchor lesson systematically stress the six algebra concepts that are crucial to algebraic reasoning. |
