Brings together the key issues of children's mathematical thinking and use of mathematical resources to promote more effective learning and teaching in primary maths.
This book explores how teachers can use resources effectively and so aid children in their mathematical problem-solving, reasoning and communication.
Author: Doreen Drews
Focus on “moving” the teaching and learning of mathematics by shifting instruction and assessment practices. This unique book uses critical thinking skills — inferring and interpreting, analyzing, evaluating, making connections, synthesizing, reasoning and proving, and reflecting — to help students make sense of mathematical concepts and support numeracy.
This unique book uses critical thinking skills — inferring and interpreting, analyzing, evaluating, making connections, synthesizing, reasoning and proving, and reflecting — to help students make sense of mathematical concepts and ...
Author: Mary Fiore
Publisher: Pembroke Publishers Limited
This professional resource provides teachers with suggestions, tips, management, and implementation methods for using effective conferencing with students within the Guided Math framework. Templates, planning tools, and other resources are provided to help teachers stay organized and effective while conferring.
This professional resource provides teachers with suggestions, tips, management, and implementation methods for using effective conferencing with students within the Guided Math framework.
Author: Sammons, Laney
Publisher: Shell Education
This guide examines how to support your students in mathematics without needing to know about math content. The strategies are designed for AVID Elective teachers who do not teach mathematics and may struggle with how to support their AVID students with their math content. This guide looks in-depth at taking Cornell notes in math, how to run math tutorials that lead to higher-level thinking, and collaborative math activities. “Conversations with the Math Teacher," found at the end of every lesson, provides the necessary tools to open dialogue with the site team math teachers. The accompanying student guide CD contains video footage and resources to support mathematical instruction.
This guide examines how to support your students in mathematics without needing to know about math content.
Author: Tim Bugno
Category: College preparation programs
This invaluable resource provides teachers with the tools they need to facilitate mathematical discourse and create opportunities for students to think constructively, communicate effectively, and increase mathematics proficiency. This book will help teachers develop a new set of pedagogical skills and strategies to assess, plan, and organize their classrooms in a manner that is conducive to mathematical discourse. With helpful tips and strategies that are easy to implement, this standards-based book supports an equitable learning environment by encouraging active listening, clear communication, justification of perspective, and acknowledgement of students' experiences. Each chapter includes Culturally and Linguistically Responsive Teaching and Learning strategies to address cultural norms for diverse populations, and support the needs of English language learners. With tips for implementing Math Talks and Number Talks, this resource will get students thinking like mathematicians in no time.
This book will help teachers develop a new set of pedagogical skills and strategies to assess, plan, and organize their classrooms in a manner that is conducive to mathematical discourse.
Author: Barbara Blanke
Publisher: Teacher Created Materials
The book presents comparative analyses of five elementary mathematics curriculum programs used in the U.S. from three different perspectives: the mathematical emphasis, the pedagogical approaches, and how authors communicate with teachers. These perspectives comprise a framework for examining what curriculum materials are comprised of, what is involved in reading and interpreting them, and how curriculum authors can and do support teachers in this process. Although the focus of the analysis is 5 programs used at a particular point in time, this framework extends beyond these specific programs and illuminates the complexity of curriculum materials and their role in teaching in general. Our analysis of the mathematical emphasis considers how the mathematics content is presented in each program, in terms of sequencing, the nature of mathematical tasks (cognitive demand and ongoing practice), and the way representations are used. Our analysis of the pedagogical approach examines explicit and implicit messages about how students should interact with mathematics, one another, the teacher, and the textbook around these mathematical ideas, as well as the role of the teacher. In order to examine how curriculum authors support teachers, we analyze how they communicate with teachers and what they communicate about, including the underlying mathematics, noticing student thinking, and rationale for design elements. The volume includes a chapter on curriculum design decisions based on interviews with curriculum authors.
The book presents comparative analyses of five elementary mathematics curriculum programs used in the U.S. from three different perspectives: the mathematical emphasis, the pedagogical approaches, and how authors communicate with teachers.
Author: Janine T. Remillard
Publisher: Springer Nature
Language is deeply involved in learning mathematics as students both communicate and think about mathematical ideas. Because of this, teachers of English learners have particular challenges to overcome. Mathematical Thinking and Communication addresses perhaps the most significant challenge: providing access to mathematics for these students. For all students-and English learners in particular-access means finding effective, authentic ways to make language clear and thinking visible so they can reason more, speak more, and write more in mathematics. Based on extensive research and collaboration with teachers, coaches, and schools, Mark Driscoll, Johannah Nikula, and Jill Neumayer DePiper outline four principles for designing instruction that creates this kind of access: challenging tasks, multimodal representations, development of mathematical communication, and repeated structured practice. Starting from the perspective that English learners are capable of mathematical thinking (even as they are learning to express their ideas verbally), the authors highlight techniques for using gestures, drawings, models, manipulatives, and technology as tools for reasoning and communication. By embedding these visual representations into instruction-and encouraging their regular use-teachers support engagement in problem solving, facilitate mathematical dialogue, and notice evidence of students' thinking that propels them to create more engaging and equitable instruction. Enhanced by an extensive online collection of companion professional development resources, this book highlights classroom-ready strategies and routines for fostering mathematics success in all students and helping them recognize their potential.
Enhanced by an extensive online collection of companion professional development resources, this book highlights classroom-ready strategies and routines for fostering mathematics success in all students and helping them recognize their ...
Author: Mark Driscoll
Publisher: Heinemann Educational Books
This new book is an exciting follow-up to the authors’ bestsellers on differentiated math instruction, Good Questions and More Good Questions. Eyes on Math is a unique teaching resource that provides engaging, full-color graphics and pictures with text showing teachers how to use each image to stimulate mathematical teaching conversations around key K–8 concepts. Teachers using the book can download the images for projection onto classroom white boards or screens. The questions and answers will help both students and teachers look more deeply and see the math behind the math! For each of more than 120 visuals, the text identifies the key math concept and the Common Core State Standard being addressed and then provides teachers with: Mathematical background and context.Questions to use with students to lead the instructional conversation.Expected answers and explanations of why each question is important.Follow-up extensions to solidify and assess student understanding. This book will be useful to a broad range of teachers who will find new ways to clarify concepts that students find difficult. It can be used as a resource to prepare teachers for the higher mathematical thinking requirements of the CCSS Mathematical Practices. It will also be an invaluable resource for teachers working with students with low reading ability, including English language learners and special education students. “This book provides a way for both teachers and students to get used to talking about mathematics in nonthreatening, open-ended ways. The author’s friendly explanations of the mathematical ideas the pictures are intended to surface give teachers who are less confident about the conceptual aspects of mathematics the support they need to facilitate less-scripted mathematical discourse with their students.” —Lucy West, education consultant Praise for Good Questions and More Good Questions! “A must for any educator who is serious about reaching more students more often and achieving more positive results.” —Resources for the Mathematics Educator “A valuable book for mathematics teachers, teacher educators, and faculty involved in differentiated instruction.” —Choice “A great resource.” —Mathematics Teaching in the Middle School “I highly recommend this user-friendly resource for all mathematics teachers.” —Teaching Children Mathematics
This new book is an exciting follow-up to the authors’ bestsellers on differentiated math instruction, Good Questions and More Good Questions.
Author: Marian Small
Publisher: Teachers College Press
Help your students to think critically and creatively through team-based problem solving instead of focusing on testing and outcomes. Professionals throughout the education system are recognizing that standardized testing is holding students back. Schools tend to view children as outcomes rather than as individuals who require guidance on thinking critically and creatively. Awesome Math focuses on team-based problem solving to teach discrete mathematics, a subject essential for success in the STEM careers of the future. Built on the increasingly popular growth mindset, this timely book emphasizes a problem-solving approach for developing the skills necessary to think critically, creatively, and collaboratively. In its current form, math education is a series of exercises: straightforward problems with easily-obtained answers. Problem solving, however, involves multiple creative approaches to solving meaningful and interesting problems. The authors, co-founders of the multi-layered educational organization AwesomeMath, have developed an innovative approach to teaching mathematics that will enable educators to: Move their students beyond the calculus trap to study the areas of mathematics most of them will need in the modern world Show students how problem solving will help them achieve their educational and career goals and form lifelong communities of support and collaboration Encourage and reinforce curiosity, critical thinking, and creativity in their students Get students into the growth mindset, coach math teams, and make math fun again Create lesson plans built on problem based learning and identify and develop educational resources in their schools Awesome Math: Teaching Mathematics with Problem Based Learning is a must-have resource for general education teachers and math specialists in grades 6 to 12, and resource specialists, special education teachers, elementary educators, and other primary education professionals.
This book is a must-read for parents and educators in all subject areas who wish to develop their students' creative and critical thinking skills." —Jaime Smith, Founder and CEO of OnlineG3.com "Awesome Math emphasizes the importance of ...
Author: Titu Andreescu
Publisher: John Wiley & Sons
Teaching Primary Mathematics covers what student teachers really need to know and why, including approaches to teaching and learning, planning and assessment, and using resources in maths teaching. It also provides a brief historical overview of the teaching of mathematics and examines strategies to enhance learning and development as a confident mathematician in the primary classroom. Informed by seminal and current research, and recent developments in education policy, the book also explores: - the role of mathematics within the primary curriculum - the development of mathematics as a subject of study - the knowledge that can be gained from considering international approaches to mathematics. This is essential reading for all students on primary initial teacher education courses including undergraduate (BEd, BA with QTS), postgraduate (PGCE, SCITT), and School Direct, and employment-based routes into teaching. Sylvia Turner is Senior Lecturer in the Faculty of Education at the University of Winchester.
Cunningham,K. (2007)'The environment and the outdoor classroom
asamathematical resource', in D. Drews and A. Hansen (eds), Using Resources
to Support Mathematical Thinking. Exeter: LearningMatters. Drews, D.and
Hansen, A. (eds) ...
Author: Sylvia Turner
Still the biggest concern for many on initial teacher training courses is the acquisition of subject knowledge and the ability to translate that into effective teaching. This book addresses this - building on the core subject knowledge covered in the Achieving QTS series and relating it to classroom practice. It supports trainees in extending and deepening their knowledge of Maths and demonstrating how to apply it to planning and implementing lessons. Practical and up-to-date teaching examples are used to clearly contextualize subject knowledge. A clear focus on classroom practice helps trainees to build confidence and develop their own teaching strategies.
This chapter inherently offers models that children can use to support their use
and application of their mathematical ... children's mathematical thinking in Drews
and Hansen (eds) (2007) Using resources to support mathematical thinking.
Author: Alice Hansen
Publisher: Learning Matters
If you've ever questioned how to make maths stations work, you'll find this resource invaluable. It contains ideas to help children develop conceptual understanding and skills, use maths vocabulary as they talk about their mathematical thinking, and connect big ideas to meaningful exploration and practice.
This book details how to set up, manage, and keep math stations going throughout the year. There's even a chapter devoted solely to organizing and using math manipulatives.
Author: Debbie Diller
Publisher: Stenhouse Publishers
What is the role of the mathematics specialist? What is deep subject knowledge in mathematics? What sort of pedagogical knowledge does a mathematics specialist need? How can you best support your colleagues to improve mathematics teaching and learning? Becoming a Primary Mathematics Specialist Teacher helps you explore the role of the specialist in promoting positive attitudes towards mathematics and developing the teaching and learning of mathematics in your primary school. Illustrated throughout with classroom-based examples and referenced to relevant research, it is designed to support your development as a reflective practitioner who can confidently review and develop practice in your own classroom, as well as challenge and move the whole school forward through collaborative professional development. Essential topics explored include: The nature of the role of the primary mathematics specialist Understanding how attitudes to mathematics evolve, and why it is crucial to challenge and change negativity What we mean by deep subject knowledge in primary mathematics Pedagogical knowledge of how mathematics is taught and learned The skills of coaching and mentoring to support teachers and teaching assistants Unpicking the principles of progression for high quality teaching in all years groups The key features of deep subject knowledge and pedagogy in three areas of the curriculum: multiplication, time and data handling. Becoming a Primary Mathematics Specialist Teacher is an essential source of guidance and ideas for all primary school teachers aiming to achieve Mathematics Specialist status or already taking this role, those studying primary mathematics as a specialism and at masters level, and for all primary mathematics co-ordinators.
Donaldson, G. (2002) Successful Mathematics Leadership in Primary Schools.
Exeter: Learning Matters. Drew, D. and Hansen, A. (2007) Using Resources to
Support Mathematical Thinking Primary and Early Years. Exeter: Learning
Author: Gina Donaldson
Problem Solving in Primary Mathematics is an essential text designed to support new and experienced teachers in guiding pupils through mathematical investigations and problem solving, offering a framework that children themselves can begin to adopt as they progress to greater metacognitive awareness. Underpinned by the latest international research and theory, it examines how individual pupils think and act differently and offers guidance on how to promote independence and autonomy in the classroom. It examines key topics such as: Preparing for mathematical learning Designing learning material Assessing and evaluating learning Identifying key points for intervention What to do when learning is stalled Critical numeracy for real-world problem solving Mental Model Theory and the Mental Model Mode Different approaches to problem solving and investigating Aimed at new and experienced educators, particularly those with a maths specialism, and illustrated with investigations and activities, Problem Solving in Primary Mathematics demonstrates how frameworks can be used in key mathematical areas and assists students in progressing towards more meaningful problem solving.
Do resources matter in primary mathematics teaching and learning? In D. Drews
& A. Hansen (Eds.), Using resources to support mathematical thinking: Primary
and early years (pp. 19–31). Exeter, UK: Learning Matters Ltd. Edwards-Leis, ...
Author: Christine Edwards-Leis
Cathy L. Seeley, former president of the National Council of Teachers of Mathematics, turns the spotlight on administrative leaders who are seeking to improve their math programs, offering an overview of what an effective program looks like and examples of actions to take to achieve that goal. Building a Math-Positive Culture addresses the following topics: * The three components necessary for a successful math program. * How to recognize, support, and evaluate effective teachers. * Steps to take to move from grand ideas to concrete results. * How to approach obstacles to achieving your goal. Along with the companion book for teachers Making Sense of Math, this book is an essential tool for leaders facing the critical task of revising their math program to develop flexible mathematical thinkers able to meet the demands of the 21st century.
Along with the companion book for teachers Making Sense of Math, this book is an essential tool for leaders facing the critical task of revising their math program to develop flexible mathematical thinkers able to meet the demands of the ...
Author: Cathy L. Seeley
"The CAFE is an acronym for Comprehension, Accuracy, Fluency, and Expanding Vocabulary. The book provides a framework and system for teaching reading through these core components, and guides readers through the process of responsive teaching"--
The book provides a framework and system for teaching reading through these core components, and guides readers through the process of responsive teaching"--
Author: Robert Kaplinsky
Category: Language arts
This book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher guides, student learning and assessment materials, and online resources. The book highlights various theoretical and methodological approaches used to study teaching and learning resources, and addresses the areas of resources, teachers, and students at an international level. As for the resources, the book examines the role textbooks and other curricular or learning resources play in mathematics teaching, learning, and assessment. It asks questions such as: Could we consider different types of textbooks and roles they play in teaching and learning? How does the digitalization of information and communication affect these roles? What are defining features of e-textbooks, and how could we characterize the differences between the traditional textbooks and e-textbooks? As for the teachers, the book discusses the relationships between teachers’ individual and collective resources, and the way in which we could model such relationships. Specific questions addressed are: What is the role of teachers in developing textbooks and other teaching and learning materials? What are the relationships between resource designers and users? What are the consequences of these changing roles and relationships for the teaching of mathematics, and for teacher knowledge and professional development? As for the students, the book explores how students, as well as their teachers, interact through resources. It raises and addresses questions such as: What are the effects of modern ICT (particularly internet) on students’ use and the design of resources? How do changing patterns of use and design affect student behaviour, learning, and relationships to the subject of mathematics?
This book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher guides, student learning and assessment materials, and online resources.
Author: Lianghuo Fan
The IMAP (Integrating Mathematics and Pedagogy) Searchable DVD and Facilitator's Guide features a unique collection of over three hundred video clips, images, and resources which capture a range of K-5 school children's mathematical reasoning and demonstrate prominent aspects of the children's solutions. Designed to support professional development (PD) facilitators, math coaches and their teachers, these resources, when used in PD settings, give teachers the opportunity to consider the mathematics and grapple with issues of mathematics teaching and learning as they arise in the context of children's thinking. Proven to enhance teacher reflection and promote growth in teachers' content knowledge of mathematics, these videos foster better understanding of the ways students approach problem-solving; illustrate the unique and creative ways children think mathematically; and underscore the importance of precise language and questioning in the teaching of mathematics. The video medium provides opportunities for us as teachers to be critically reflective--we can see our actions in others; enables us to watch many examples of instruction in non-threatening ways; provides us opportunities to see that children's approaches to mathematics and mathematical thinking differ from adults' approaches; raises expectations of what students can do; and enables us to model questioning techniques in a safe way. What makes the IMAP DVD and Facilitator's Guide an indispensable resource? Contains 232 high-quality video clips that illustrate elementary children's mathematical thinking and approaches to problem-solving, each with an introduction Provides easy-to-use, searchable video that is categorized by math content covered, math solution strategy used by students, teaching/interviewing issues, and other miscellaneous topics (technology used, Spanish speaker, wrong answer, etc.) Features transcripts with every video clip Features Clip Info descriptions with every video clip and references to related clips. Includes Problems and Video Preparation and Discussion questions with every video clip Provides over 160 screen captures (in JPG format) of student work Offers a variety of additional resources including Interview Guides and glossary of terms Created so it's easy to use with any other kind of professional development approach Perfect for professional development workshops, the accompanying Facilitator's Guide provides philosophy and context for using the DVD materials, a detailed appendix of all clips and their descriptions, search terms, and related materials as well as guidance for staff developers, coaches and instructors to integrate the video clips (with specific examples) into a variety of teacher learning activities.
Designed to support any elementary mathematics professional development program or coursework, facilitators, instructors, and math coaches will find this unique searchable collection of video (and related artifacts) invaluable.
Author: San Diego State University Research Foun
Publisher: Allyn & Bacon
Take the mystery out of teaching mathematics! This second edition resource is the perfect, research-supported tool to differentiate instruction. Full of practical strategies thoroughly described throughout the book, educators will be able to immediately implement best-practice instruction. Learn how curriculum can be extended, accelerated, and enriched for the new standards in mathematics and explore the reasons why the “new math” helps to develop critical-thinking skills and higher-order skills.
This second edition is a must-read for today's mathematics teachers offering research-based strategies and best practices that are critical and highly effective in mathematics instruction.
Author: Erin Lehmann
Publisher: Teacher Created Materials
The accompanying book guides you through the online videos with in-depth commentary from Jo and Cathy that breaks down and analyzes the lesson footage from both a theoretical and a practical standpoint.
Author: Jo Boaler
Publisher: Heinemann Educational Books