Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume 2) / Edition 3

Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume 2) / Edition 3

ISBN-10:
0134556429
ISBN-13:
9780134556420
Pub. Date:
01/09/2017
Publisher:
Pearson Education
ISBN-10:
0134556429
ISBN-13:
9780134556420
Pub. Date:
01/09/2017
Publisher:
Pearson Education
Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume 2) / Edition 3

Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume 2) / Edition 3

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Overview

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Helping students make connections between mathematics and their worlds—and helping them feel empowered to use math in their lives—is the focus of this widely popular guide. Designed for classroom teachers, the book focuses on specific grade bands and includes information on creating an effective classroom environment, aligning teaching to various standards and practices, such as the Common Core State Standards and NCTM’s teaching practices, and engaging families. The first portion of the book addresses how to build a student-centered environment in which children can become mathematically proficient, while the second portion focuses on practical ways to teach important concepts in a student-centered fashion. The new edition features a corresponding Enhanced Pearson eText version with links to embedded videos, blackline masters, downloadable teacher resource and activity pages, lesson plans, activities correlated to the CCSS, and tables of common errors and misconceptions.

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Product Details

ISBN-13: 9780134556420
Publisher: Pearson Education
Publication date: 01/09/2017
Edition description: New Edition
Pages: 496
Sales rank: 362,594
Product dimensions: 8.40(w) x 10.80(h) x 0.90(d)

About the Author

The late John A. Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a mathematics education consultant who regularly gave professional development workshops for K–8 teachers in the United States and Canada. He visited and taught in elementary school classrooms and worked with teachers to implement studentcentered math lessons. He coauthored the Scott ForesmanAddison Wesley Mathematics K–6 series and contributed to the Pearson School mathematics program, enVisionMATH. In addition, he wrote numerous chapters and articles for the National Council of Teachers of Mathematics (NCTM) books and journals and was very active in NCTM, including serving on the Board of Directors, as the chair of the Educational Materials Committee, and as a frequent speaker at national and regional meetings.

Karen S. Karp is at the School of Education at Johns Hopkins University-Baltimore, MD. 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 also coauthor of Elementary and Middle School Mathematics: Teaching Developmentally, Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in PreK–Grade 2, and numerous book chapters and articles. She is a former member of the Board of Directors of NCTM and a former president of the Association of Mathematics Teacher Educators (AMTE). She continues to work in classrooms to support teachers of students with disabilities in their mathematics instruction.

LouAnn H. Lovin is a professor of mathematics education at James Madison University (Virginia). She coauthored the first edition of the Teaching StudentCentered Mathematics Professional Development Series with John A. Van de Walle as well as Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners, 2nd Edition with David Allsopp and Sarah Vaningen. LouAnn taught mathematics to middle and high school students before transitioning to preK–grade 8. For almost twenty years, she has worked in preK through grade 8 classrooms and engaged with teachers in professional development as they implement a studentcentered approach to teaching mathematics. She has published articles in Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Teaching Exceptional Children and has served on NCTM’s Educational Materials Committee. LouAnn’s research on teachers’ mathematical knowledge for teaching has focused most recently on the developmental nature of prospective teachers’ fraction knowledge.

Jennifer M. Bay-Williams is a professor of mathematics education at the University of Louisville (Kentucky). Jennifer has published many articles on teaching and learning in NCTM journals. She has also coauthored numerous books, including Mathematics Coaching: Resources and Tools for Coaches and Leaders, K–12; Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in PreK–Grade 2; Math and Literature: Grades 6–8; Math and Nonfiction: Grades 6–8; and Navigating through Connections in Grades 6–8. Jennifer taught elementary, middle, and high school in Missouri and in Peru, and continues to work in classrooms at all levels with students and with teachers. Jennifer served as member of Board of Directors for TODOS: Equity for All, as president of AMTE, and as editor for the 2012 NCTM Yearbook.

Table of Contents

Brief Table of Contents


Part 1: Establishing a Student-Centered Environment


1. Setting a Vision for Learning High-Quality Mathematics 

2. Teaching Mathematics through Problem Solving 

3. Creating Assessments for Learning 

4. Differentiating Instruction 

5. Teaching Culturally and Linguistically Diverse Students 

6. Teaching and Assessing Students with Exceptionalities 

7. Collaborating with Families and Other Stakeholders 


Part 2: Teaching Student-Centered Mathematics

8. Exploring Number and Operation Sense 

9. Developing Basic Fact Fluency 

10. Developing Whole-Number Place-Value Concepts 

11. Building Strategies for Whole-Number Computation 

12. Exploring Fraction Concepts 

13. Building Strategies for Fraction Computation 

14. Developing Decimal and Percent Concepts and Decimal Computation 

15. Promoting Algebraic Thinking 

16. Building Measurement Concepts 

17. Developing Geometric Thinking and Concepts 

18. Representing and Interpreting Data 

Appendix ACommon Core State Standards: Standards for Mathematical Practice 

Appendix BCommon Core State Standards: Grades 3-5 Critical Content Areas and Overviews 

Appendix C Mathematics Teaching Practices: NCTM Principles to Action (2014)

Appendix D Activities at a Glance: Volume II

Appendix E Guide to Blackline Masters

References

Index

Detailed Table of Contents


Part 1: Establishing a Student-Centered Environment


1. Setting a Vision for Learning High-Quality Mathematics





Understanding and Doing Mathematics





How Do Students Learn?





Teaching for Understanding





The Importance of Students’ Ideas





Mathematics Classrooms That Promote Understanding

2. Teaching Mathematics through Problem Solving





Teaching through Problem Solving: An Upside-Down Approach





Mathematics Teaching Practices for Teaching through Problem Solving





Using Worthwhile Tasks





Orchestrating Classroom Discourse





Representations: Tools for Problem Solving, Reasoning, and Communication





Lessons in the Problem-Based Classroom





Life-Long Learning: An Invitation to Learn and Grow

3. Creating Assessments for Learning





Assessment That Informs Instruction





Observations





Questions





Interviews





Tasks





Students’ Self-Assessment and Reflection





Rubrics and Their Uses

4. Differentiating Instruction





Differentiation and Teaching Mathematics through Problem Solving





The Nuts and Bolts of Differentiating Instruction





Differentiated Tasks for Whole-Class Instruction





Tiered Lessons





Flexible Grouping

5. Teaching Culturally and Linguistically Diverse Students





Culturally and Linguistically Diverse Students





Culturally Responsive Mathematics Instruction





Teaching Strategies That Support Culturally and Linguistically Diverse Students





Assessment Considerations for ELLs

6. Planning, Teaching, and Assessing Students with Exceptionalities





Instructional Principles for Diverse Learners





Implementing Interventions





Teaching and Assessing Students with Learning Disabilities





Adapting for Students with Moderate/Severe Disabilities





Planning for Students Who Are Mathematically Gifted

7. Collaborating with Families and Other Stakeholders





Sharing the Message with Stakeholders





Administrator Engagement and Support





Family Engagement





Homework Practices and Parent Coaching


Part 2: Teaching Student-Centered Mathematics

8. Exploring Number and Operation Sense





Developing Addition and Subtraction Operation Sense





Developing Multiplication and Division Operation Sense





Multiplication and Division Problem Structures





Teaching Multiplication and Division





Properties of Multiplication and Division





Strategies for Solving Contextual Problems





Multistep Word Problems

9. Developing Basic Fact Fluency





Developmental Phases for Learning the Basic Fact Combinations





Teaching and Assessing the Basic Fact Combinations





Reasoning Strategies for Addition Facts





Reasoning Strategies for Subtraction Facts





Reasoning Strategies for Multiplication and Division Facts





Reinforcing Basic Fact Mastery

10. Developing Whole-Number Place-Value Concepts





Extending Number Relationships to Larger Numbers





Important Place-Value Concepts





Extending Base-Ten Concepts





Oral and Written Names for Numbers





Patterns and Relationships with Multidigit Numbers





Numbers beyond 1000

11. Building Strategies for Whole-Number Computation





Toward Computational Fluency





Development of Invented Strategies in Addition and Subtraction





Standard Algorithms for Addition and Subtraction





Invented Strategies for Multiplication





Standard Algorithms for Multiplication





Invented Strategies for Division





Standard Algorithms for Division





Computational Estimation

12. Exploring Fraction Concepts





Meanings of Fractions





Models for Fractions





Fractional Parts of a Whole





Equivalent Fractions





Comparing Fractions





Teaching Considerations for Fraction Concepts

13. Building Strategies for Fraction Computation





Understanding Fraction Operations





Addition and Subtraction





Multiplication





Division

14. Developing Decimal and Percent Concepts and Decimal Computation





Developing Concepts of Decimals





Connecting Fractions and Decimals





Developing Decimal Number Sense





Computation with Decimals





Introducing Percents

15. Promoting Algebraic Thinking





Strands of Algebraic Thinking





Generalized Arithmetic





Meaningful Use of Symbols





Making Structure in the Number System Explicit





Patterns and Functional Thinking

16. Building Measurement Concepts





The Meaning and Process of Measuring





The Role of Estimation and Approximation





Length





Area





Volume





Weight and Mass





Angles





Time





Money

17. Developing Geometric Thinking and Concepts





Geometry Goals for Your Students





Developing Geometric Thinking





Shapes and Properties





Learning about Transformations





Learning about Location





Learning about Visualizations

18. Representing and Interpreting Data





What Does It Mean to Do Statistics?





Formulating Questions





Data Collection





Data Analysis: Classification





Data Analysis: Graphical Representations





Interpreting Results

Appendix ACommon Core State Standards: Standards for Mathematical Practice 

Appendix BCommon Core State Standards: Grades 3-5 Critical Content Areas and Overviews 

Appendix C Mathematics Teaching Practices: NCTM Principles to Action (2014)

Appendix D Activities at a Glance: Volume II

Appendix E Guide to Blackline Masters

References

Index

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