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This Concept Map, created with IHMC CmapTools, has information related to: Figure 2.4 Experienced Teacher PCK, independent problem solving supported through student math journals, student math journals reveal student misconceptions, independent problem solving begin through use of skip-counting, student misconceptions for example the one who dobuled, student math journals reveal student understandings, efficient strategies enabling independent problem solving, efficient strategies including use of landmark numbers, independent problem solving begin through use of small number problems, efficient strategies including use of estimation, multiplication requires use of efficient strategies, division requires use of supportive instructional tools, the one who dobuled elicited to clarify in math seminars, supportive instructional tools including student math journals, multiplication requires use of supportive instructional tools, independent problem solving begin through use of hands-on manipulatives, supportive instructional tools including math seminars, student math journals inform math seminars, division requires use of efficient strategies