Elementary and Middle School Mathematics: Teaching Developmentally, Global Edition
Produktdetaljer
Biografisk notat
The late Dr John A. Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a leader in mathematics education who regularly gave professional development workshops for K-8 teachers in the United States and Canada focused on mathematics instruction that engaged students in mathematical reasoning and problem solving. He visited and taught in many classrooms and worked with teachers to implement student-centred mathematics lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K-6 series and contributed to the original Pearson School mathematics program enVisionMATH. Additionally, John was very active in the National Council of Teachers of Mathematics (NCTM), writing book chapters and journal articles, serving on the board of directors, chairing the educational materials committee and speaking at national and regional meetings.Dr. Karen S. Karp is a professor at John Hopkins University (Maryland). Previously, she was a professor of mathematics education at the University of Louisville for more than twenty years. Prior to entering the field of teacher education, she was an elementary school teacher in New York. She is the coauthor of Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K-6; the three book series, The Math Pact: Achieving Instructional Cohesion within and across Grades; and the What Works Clearinghouse Practice Guide on Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades. She is a former member of the board of directors for the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators. In 2020, she received the NCTM Lifetime Achievement Award and in 2021 became a member of the United States National Committee on Mathematics Instruction. She continues to work in classrooms to support teachers in ways to instruct students with special needs in math.
Dr. Jennifer Bay-Williams is a professor at the University of Louisville. She is a leader in mathematics education, regularly working to support mathematics instruction. Beyond her work on this book and the related Teaching Student Centered Mathematics book series, Jennifer has written other books that focus on effective mathematics teaching. Most recently she has written a book series called Figuring out Fluency in Mathematics K-12 and Math Fact Fluency: 60+ Games and Assessment Tools to Help Learning and Retention. For teacher leaders, she has authored Everything You Need for Mathematics Coaching, and in the area of financial literacy, she authored a three-book series titled On the Money (a financial literacy book series). Over the years, Jennifer has taught elementary, middle, and high school in the United States and in Peru. She continues work with teachers around the world and in her local school districts to support their work. Jennifer has been actively involved in NCTM, NCSM, AMTE, and TODOS: Mathematics for All. Currently, she is serving as an associate editor for Mathematics Teacher: Learning and Teaching in preK-12.
Guide teachers to help all PreK-8 learners make sense of mathematics
Elementary and Middle School Mathematics: Teaching Developmentally illustrates how children learn mathematics, and then shows pre-service teachers the most effective methods of teaching PreK-8 math through hands-on, problem-based activities.
As teacher candidates engage with the activities, they boost their own knowledge of the math and learn concrete, developmentally appropriate ways to incorporate problem-based tasks in their classrooms. Examples of real student work and new common challenges and misconception tables allow readers to visualise good mathematics instruction and assessment that supports and challenges all learners. An important reference to consult throughout a teaching career, this book reflects the Common Core State Standards and NCTM’s Principles to Actions, as well as current research and coverage of the latest teaching technology.
SECTION I:TEACHING MATHEMATICS: FOUNDATIONS AND PERSPECTIVES
1. TeachingMathematics in the 21st Century
2. ExploringWhat It Means to Know and Do Mathematics
3. Teachingthrough Problem Solving
4. Planningin the Problem-Based Classroom
5. CreatingAssessments for Learning
6. Teaching MathematicsEquitably to All Students
SECTION II:DEVELOPMENT OF MATHEMATICAL CONCEPTS AND PROCEDURES
7. DevelopingEarly Number Concepts and Number Sense
8. DevelopingMeanings for the Operations
9. DevelopingBasic Fact Fluency
10.Developing Whole-Number Place-Value Concepts
11.Developing Strategies for Addition and Subtraction Computation
12.Developing Strategies for Multiplication and Division Computation
13. AlgebraicThinking, Equations, and Functions
14.Developing Fraction Concepts
15. DevelopingFraction Operations
16.Developing Decimal and Percent Concepts and Decimal Computation
17. Ratios,Proportions, and Proportional Reasoning
18.Developing Measurement Concepts
19. GeometricThinking and Geometric Concepts
20.Developing Concepts of Data Analysis
21. ExploringConcepts of Probability
22.Developing Concepts of Exponents, Integers, and Real Numbers
Appendix A.Standards for Mathematical Practice A-1
Appendix B.NCTM Mathematics Teaching Practices: from Principles to Actions A-5
Appendix C.Guide to Blackline Masters A-7
Appendix D.Activities at a Glance A-13
Focus on the learner
- Samples of real student work illustrate student thinking and responses to problem-based assignments. Pre-service teachers see direct examples of the ideas suggested, providing a window into children’s mathematical reasoning.
- NEW: Common challenges and misconceptions are outlined in easy-to-read tables that pre-service teachers can reference in their classroom planning and teaching. Each research-based table includes a student challenge, a sample of student work or a statement illustrating the challenge, and brief ideas of what an educator might do to help.
- Formative Assessment Notes help educators evaluate students’ understanding of different content areas and offer strategies on the best way to assist struggling students (Section II).
- Adaptations for Students with Special Needs and English Learners present practical strategies to make tasks and activities accessible for all students (Ch. 6 and in labeled Activities).
Help readers visualize good mathematics instruction
- Robust, problem-based Activities engage students in the use of significant mathematical concepts and skills (Section II).
- NEW: Routines—including innovative lesson designs and short discussion initiators—help students develop number sense, flexibility, and the mathematical practices. (Ch. 4: 3-Act Tasks; Number Talks; and Worked Examples).
- UPDATED: Mathematical modeling discussions now reflect the Guidelines for Assessment & Instruction in Mathematical Modeling Education (GAIMME) Report (COMAP & SIAM, 2016), as well as findings from recent books and articles (Ch. 13).
- Big Ideas lists help future teachers envision the best way to form their lesson plans around major themes rather than focusing on isolated skills or concepts (Section II).
- UPDATED: Technology Notes, discussions, tools, and ideas are infused throughout the book to better reflect the pervasiveness of technology in teaching today.
Offer additional resources for effective teaching
- Common Core State Standards (CCSSO, 2010), NCTM Teaching standards (App. A, B), and research-based strategies are included to give pre-service teachers a thorough reference for all of the math content suggested for grades PreK-8.
- UPDATED: Nearly 300 new references in the 10th Edition reflect the most current research, standards, and exemplars.
- Standards for Mathematical Practice Margin Notes connect the eight Standards of Mathematical Practice from the Common Core State Standards with in-text examples.
- Literature Connections help educators link the mathematics concepts in the chapter with an example of great children’s literature—motivating them to teach math in a new and interesting context (Section II).
- Recommended Readings include annotated lists of NCTM articles and books, and other professional resources the reader can use in the classroom.
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- Embedded Videos use real classroom footage to illustrate or expand on key chapter concepts, helping students
Guide teachers to help all PreK-8 learners make sense ofmathematics
· Common challenges and misconceptions are outlined in easy-to-read tables thatpre-service teachers can reference in their classroom planning and teaching.Each research-based table includes a student challenge, a sample of studentwork or a statement illustrating the challenge, and brief ideas of what aneducator might do to help.
· Routines—includinginnovative lesson designs and short discussion initiators—help students developnumber sense, flexibility, and the mathematical practices. (Ch. 4: 3-Act Tasks;Number Talks; and Worked Examples).
· Mathematical modeling discussions now reflect the Guidelines for Assessment &Instruction in Mathematical Modeling Education (GAIMME) Report (COMAP &SIAM, 2016), as well as findings from recent books and articles (Ch. 13).
· Technology Notes, discussions, tools, and ideas are infused throughout the book tobetter reflect the pervasiveness of technology in teaching today.
· Nearly 300 new references in the 10th Edition reflect the most current research,standards, and exemplars.
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Produktdetaljer
Biografisk notat
The late Dr John A. Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a leader in mathematics education who regularly gave professional development workshops for K-8 teachers in the United States and Canada focused on mathematics instruction that engaged students in mathematical reasoning and problem solving. He visited and taught in many classrooms and worked with teachers to implement student-centred mathematics lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K-6 series and contributed to the original Pearson School mathematics program enVisionMATH. Additionally, John was very active in the National Council of Teachers of Mathematics (NCTM), writing book chapters and journal articles, serving on the board of directors, chairing the educational materials committee and speaking at national and regional meetings.Dr. Karen S. Karp is a professor at John Hopkins University (Maryland). Previously, she was a professor of mathematics education at the University of Louisville for more than twenty years. Prior to entering the field of teacher education, she was an elementary school teacher in New York. She is the coauthor of Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K-6; the three book series, The Math Pact: Achieving Instructional Cohesion within and across Grades; and the What Works Clearinghouse Practice Guide on Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades. She is a former member of the board of directors for the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators. In 2020, she received the NCTM Lifetime Achievement Award and in 2021 became a member of the United States National Committee on Mathematics Instruction. She continues to work in classrooms to support teachers in ways to instruct students with special needs in math.
Dr. Jennifer Bay-Williams is a professor at the University of Louisville. She is a leader in mathematics education, regularly working to support mathematics instruction. Beyond her work on this book and the related Teaching Student Centered Mathematics book series, Jennifer has written other books that focus on effective mathematics teaching. Most recently she has written a book series called Figuring out Fluency in Mathematics K-12 and Math Fact Fluency: 60+ Games and Assessment Tools to Help Learning and Retention. For teacher leaders, she has authored Everything You Need for Mathematics Coaching, and in the area of financial literacy, she authored a three-book series titled On the Money (a financial literacy book series). Over the years, Jennifer has taught elementary, middle, and high school in the United States and in Peru. She continues work with teachers around the world and in her local school districts to support their work. Jennifer has been actively involved in NCTM, NCSM, AMTE, and TODOS: Mathematics for All. Currently, she is serving as an associate editor for Mathematics Teacher: Learning and Teaching in preK-12.