Styles and Strategies for Teaching Middle School Mathematics: 21 Techniques for Differentiating Instruction and Assessment

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Overview

Addressing NCTM process standards, this book presents four mathematical learning styles and offers middle school teachers effective, research-based instructional strategies for teaching mathematics to each type of learner.

Learn From the Experts!
Sign up for a Math Professional Development Institute in your area—visit www.Thoughtful Classroom.com/events

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Editorial Reviews

Kathryn Mc Cormick
“The book does a nice job introducing new ways to teach mathematics. The progressiveideas have students actively learning math. The wide variety of problems presented truly cover what could be in a middle school curriculum.”
Cheryl Rose Tobey
“A major strength is the collection of strategies tied to multiple learning styles. The framework provides educators with a purposeful way to choose different teaching techniques.”
Jody L Hoch
"Within hours of receiving their copies of this book, our high school math coaches were using math strategies in their classrooms and sharing their students’ successes with their colleagues. One coach raved, 'Finally! Things that I can use forteaching math! Not just something generic, and the examples are just the topics that my students need the most help learning.'"
Kathryn McCormick
“The book does a nice job introducing new ways to teach mathematics. The progressiveideas have students actively learning math. The wide variety of problems presented truly cover what could be in a middle school curriculum.”
Jean M. Ferrara
"This book offered me the necessary information to design my doctoral study using learning style intervention strategies to improve mathematical achievement for our middle school students. My teachers embraced this book with excitement and looked forward to putting the recommended strategies into action."
Jacquelyn Baldini
"I picked up new techniques and formats to use in my everyday lessons. The lessons were helpful in changing and differentiating instruction in the classroom, not only to meet the needs and learning preferences of each student, but also to step away from the daily class routine. At first, the students were not used to these engaging activities. However, as they got used to abstract ways of thinking, they participated more and felt more comfortable. It was nice to see them being involved in their education."
Diana Rogers
"An excellent tool with easy-to-understand examples that take teachers into the 21st-century classroom approach to learning.The sectionson why the strategies work speaks to the research that is critical in teaching these days."
Amber S. Koonce
"The strategies brought my teaching to a level where my students enjoyed learning mathematics. More important, they understood the concepts, which gave them the skills and confidence to excel."
Edna F. Bazik
"Having taught middle school mathematics for more than 20 years, I truly believe this is an awesome math methods book for middle school teachers. This research-based book fully documents the different learning styles and demonstrates tangible strategies that meet the NCTM process standards. Each chapter includes best practices, defines various strategies, and provides variations and extensions. Each strategy is explained in detail with actual practice problems and great discussion."
Elizabeth Fannin
"This is one of the best, most practical books I have read in over 30 years as an educator. The book is set up so that every teacher could easily use it to improve mathematics instruction. Every child deserves to be in a learning environment where these styles and strategies are common practice. I highly recommend this book as a tool to improve student performance."
Georgia A. Cobbs
"This book contains interesting strategies that can be incorporated into solid, conceptual teaching."
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Product Details

  • ISBN-13: 9781412968331
  • Publisher: SAGE Publications
  • Publication date: 3/30/2010
  • Pages: 199
  • Sales rank: 943,876
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.60 (d)

Meet the Author

Consulting Description

Edward J. Thomas is founder and president of Dimension 2000, a professional development organization that works with teachers of mathematics. He has over 30 years of experience as a mathematics teacher at the middle school, high school, district, and undergraduate levels. Edward has authored several articles and books on mathematics instruction and has developed a number of educational games for the mathematics classroom. He was the co-chair of the Northwest Georgia P-16 Council, an initiative designed to improve teacher quality and student achievement from pre-school through the undergraduate level. Edward is an experienced mathematics consultant who has conducted workshops for schools throughout the country. He has also presented at state, regional, and national conferences for the National Council of Teachers of Mathematics (NCTM), Georgia Council of Teachers of Mathematics (GCTM), Southern Regional Education Board (SREB), Georgia Association of Educational Leaders (GAEL), Georgia Middle School Association (GMSA), and the Association for Supervision and Curriculum Development (ASCD).

To learn more about Thomas’ MATHCORE 2K, an online professional development resource produced by Dimension 2000, visit http://www.mathcore2k.com/.

John Brunsting is a mathematics teacher, a staff development specialist, and an author. John serves schools as a teacher and coach as well as a mathematics consultant on practical, style-based tools and strategies. He is a coordinator for Illinois Advanced Placement Institutes and cofounder of Mathematics & Technology Institutes, teacher training organizations committed to the instructional excellence of teachers. Previously an AP Calculus Exam Committee member, John coauthored Preparing for the AP Calculus Examination (2006). In 2008, John coauthored the best-selling Math Tools, Grades 3-12: 64 Ways to Differentiate Instruction and Increase Student Engagement. He has presented at national and international conferences for the National Council of Teachers of Mathematics (NCTM), National Council of Supervisors of Mathematics (NCSM), the Association for Supervision and Curriculum Development (ASCD), the Japan Association for Supervision and Curriculum Development (JASCD), Teachers Teaching with Technology (T3), and the International Conference on Computers in Education (ICCE).

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Table of Contents

Acknowledgments
About the Authors
Introduction: Building the 21st Century Mathematics Classroom
1. Mastery Strategies
Overview
Convergence Mastery
Vocabulary Knowledge Rating
Proceduralizing
Mental Math Strings
Graduated Difficulty
New American Lecture
2. Understanding Strategies
Overview
Reading for Meaning
Compare and Contrast
Concept Attainment
Math Busters
3. Self-Expressive Strategies
Overview
Metaphorical Expression
3-D Viewer
Modeling and Experimentation
Inductive Learning
4. Interpersonal Strategies
Overview
Reciprocal Learning
Collaborative Summarizing
Game Competition
Paired Learner/Cooperative Learner
5. Multi-Style Strategies
Overview
Task Rotation
Math Notes
Integrated Math Engagement
Reference
Index

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