The authors present dynamic learning activities with research-based strategies and sources for further reading to increase students' confidence in math while effectively addressing NCTM standards.
"This is an excellent book. If every elementary teacher does not have one, it should at least be available in the school's professional library."
Carol Amos
"The book encapsulates the standards well and will make a good resource for new teachers who might not necessarily have the time to read the entire NCTM standards book."
Trish Guinee
"The research and vignettes that follow each strategy clearly support why the strategy is important and how it can be effective. Teachers who read this, reflect on the content, and discuss it with other teachers will be on track to implement the strategies in their classrooms."
Allen Stevens
"The book is very easy to follow, with practical, research based strategies for the teacher to use. It also provides me some insight to better remediate students that are struggling."
Rhonda Naylor
"The 'Precautions and Pitfalls" section is such a welcome feature! This is a powerful book for beginning teachers, or seasoned teachers who want to improve their practice to ensure student learning."
Learning Magazine
"In this book, you'll find out how to build on students' enthusiasm through research-based teaching strategies, vignettes, and supporting discussions, all based on NCTM standards."
MAA Reviews
"The authors methodically define a strategy that meets a NCTM goal, define the NCTM goal specifically, state the research that supports the goal, and provide a compilation of stories that depict one teacher’s pedagogy that meets the goal."
Product dimensions: 6.90 (w) x 9.80 (h) x 0.50 (d)
Meet the Author
Edward S. Wall is assistant professor of elementary mathematics education at the City College of the City University of New York. In 1968 he received his MA in mathematics at the University of Maryland and, after a number of years working as an applied mathematician, received a Sloan Foundation Fellowship for the purposes of pursuing a Ph D in mathematical biology at the University of Chicago. Along the way, he became intrigued by the very notion of teaching mathematics and, after several years, found himself deeply involved in full-time K-12 mathematics teaching. In 2003 he received a Ph D in mathematics education at the University of Michigan and subsequently joined the faculty at City College. He still finds himself intrigued by the very notion of teaching mathematics and his research reflects that fascination.
Alfred S. Posamentier is professor of mathematics education and dean of the School of Education at the City College of the City University of New York. He has authored and co-authored several resource books in mathematics education for Corwin Press.
Prologue Acknowledgments About the Authors
1. Numbers and Operations Grades Pre K-2
1. Encourage young children's exploration and understanding of relationships among numbers.
2. Encourage young children's understanding of addition and subtraction and how they relate to each other.
3. Encourage young children's fluent computation.
Grades 3-5
4. Encourage an understanding of the structure of numbers and relationships among numbers.
5. Encourage an understanding of the meanings of multiplication and division and how they relate to each other.
6. Encourage students to compute fluently and make reasonable estimates.
2. Algebra Grades Pre K-2
7. Encourage young children's systematic sorting and classification as they work with a variety of patterns, geometric shapes, and data.
8. Encourage young children's systematic exploration of the general principles and properties of operations such as addition and subtraction.
Grades 3-5
9. Encourage the expression and generalization of mathematics relationships.
10. Encourage further understanding of multiplicative structures through application and analysis of the distributivity of multiplication over addition.
3. Geometry Grades Pre K-2
11. Encourage young children's exploration of characteristics and properties of two- and three-dimensional shapes.
12. Encourage young children's application of similarity transformations to analyze geometric situations.
13. Encourage young children's use of visualization and spatial reasoning in their exploration of geometric shapes.
Grades 3-5
14. Encourage students' exploration and mathematical analysis of the properties of two-dimensional geometric shapes.
15. Encourage students' use of geometric transformations to analyze mathematical situations.
16. Encourage students' use of visualization, spatial reasoning, and geometric modeling to solve problems.
4. Measurement Grades Pre K-2
17. Encourage young children's exploration and understanding of measurement concepts and relationships.
18. Encourage young children to accurately apply appropriate tools and techniques to linear measurement.
Grades 3-5
19. Encourage students' exploration and understanding of measurement concepts and relationships.
20. Encourage students' appropriate application of conventional measuring tools in varied situations.
5. Data Analysis and Probability Grades Pre K-2
21. Encourage young children's collection, display, and organization of objects and data.
22. Encourage the idea in young children that data, graphs, and charts give information.
23. Encourage young children's informal explorations of probability.
Grades 3-5
24. Encourage students to explore questions they find personally relevant and that can be addressed by data collection and analysis.
25. Encourage students to become more precise in their mathematical descriptions of data.
26. Encourage students to explore and evaluate issues of representativeness and inference.
27. Encourage students' exploration and quantification of simple probabilistic events.
6. Problem Solving Grades Pre K-2
28. Encourage young children to ask mathematical questions and to identify essential mathematical information.
29. Assess young children's abilities to solve problems through examination of student work and conversations.
Grades 3-5
30. Encourage students' development and application of problem-solving strategies.
31. Select rich, appropriate, and challenging problems and orchestrate their use.
7. Reasoning and Proof Grades Pre K-2
32. Encourage young children to explain their thinking by stating their reasons.
33. Ask questions that encourage young children to make conjectures and to justify their thinking.
Grades 3-5
34. Encourage children to reason about the relationships that apply to the numbers, operations, or shapes that they are studying.
35. Focus on general mathematical structures and relationships.
8. Communication Grades Pre K-2
36. Encourage young children's verbal and written communication of mathematics concepts and ideas.
37. Expect young children to explain their thinking and give them opportunities to talk with and listen to their peers.
Grades 3-5
38. Encourage students to share their thinking, to ask questions, and to justify their ideas.
39. Provide models for student dialogue about mathematics.
9. Connections Grades Pre K-2
40. Encourage young children to make connections among mathematical ideas, vocabulary, and representations.
41. Make links between routine school activities and mathematics.
Grades 3-5
42. Encourage students to see that mathematics is a web of closely connected ideas.
43. Select tasks that help students explore and develop increasingly sophisticated mathematical ideas.
10. Representation Grades Pre K-2
44. Encourage young children to represent their mathematical ideas and procedures in varied ways.
45. Create a learning environment that supports and encourages children's use of multiple representations.
Grades 3-5
46. Encourage students to use representations to support, clarify, and extend their mathematical ideas.
47. Choose tasks that embody rich and varied representational structures.
Epilogue Index
Our reader reviews allow you to share your comments on titles you liked,
or didn't, with others. By submitting an online review, you are representing to
Barnes & Noble.com that all information contained in your review is original
and accurate in all respects, and that the submission of such content by you
and the posting of such content by Barnes & Noble.com does not and will not
violate the rights of any third party. Please follow the rules below to help
ensure that your review can be posted.
Reviews by Our Customers Under the Age of 13
We highly value and respect everyone's opinion concerning the titles we offer.
However, we cannot allow persons under the age of 13 to have accounts at BN.com or
to post customer reviews. Please see our Terms of Use for more details.
What to exclude from your review:
Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the
information on the product page, please send us an email.
Reviews should not contain any of the following:
- HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
- Time-sensitive information such as tour dates, signings, lectures, etc.
- Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
- Comments focusing on the author or that may ruin the ending for others
- Phone numbers, addresses, URLs
- Pricing and availability information or alternative ordering information
- Advertisements or commercial solicitation
Reminder:
- By submitting a review, you grant to Barnes & Noble.com and its
sublicensees the royalty-free, perpetual, irrevocable right and license to use the
review in accordance with the Barnes & Noble.com Terms of Use.
- Barnes & Noble.com reserves the right not to post any review -- particularly
those that do not follow the terms and conditions of these Rules. Barnes & Noble.com
also reserves the right to remove any review at any time without notice.
- See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend
Create a Pen Name
Welcome, penname
You have successfully created your Pen Name. Start enjoying the benefits of the BN.com Community today.
If you find inappropriate content, please report it to Barnes & Noble
More About This Textbook
Overview
The authors present dynamic learning activities with research-based strategies and sources for further reading to increase students' confidence in math while effectively addressing NCTM standards.
Editorial Reviews
Anne Giddings
"This is an excellent book. If every elementary teacher does not have one, it should at least be available in the school's professional library."Carol Amos
"The book encapsulates the standards well and will make a good resource for new teachers who might not necessarily have the time to read the entire NCTM standards book."Trish Guinee
"The research and vignettes that follow each strategy clearly support why the strategy is important and how it can be effective. Teachers who read this, reflect on the content, and discuss it with other teachers will be on track to implement the strategies in their classrooms."Allen Stevens
"The book is very easy to follow, with practical, research based strategies for the teacher to use. It also provides me some insight to better remediate students that are struggling."Rhonda Naylor
"The 'Precautions and Pitfalls" section is such a welcome feature! This is a powerful book for beginning teachers, or seasoned teachers who want to improve their practice to ensure student learning."Learning Magazine
"In this book, you'll find out how to build on students' enthusiasm through research-based teaching strategies, vignettes, and supporting discussions, all based on NCTM standards."MAA Reviews
"The authors methodically define a strategy that meets a NCTM goal, define the NCTM goal specifically, state the research that supports the goal, and provide a compilation of stories that depict one teacher’s pedagogy that meets the goal."Product Details
Meet the Author
Edward S. Wall is assistant professor of elementary mathematics education at the City College of the City University of New York. In 1968 he received his MA in mathematics at the University of Maryland and, after a number of years working as an applied mathematician, received a Sloan Foundation Fellowship for the purposes of pursuing a Ph D in mathematical biology at the University of Chicago. Along the way, he became intrigued by the very notion of teaching mathematics and, after several years, found himself deeply involved in full-time K-12 mathematics teaching. In 2003 he received a Ph D in mathematics education at the University of Michigan and subsequently joined the faculty at City College. He still finds himself intrigued by the very notion of teaching mathematics and his research reflects that fascination.
Alfred S. Posamentier is professor of mathematics education and dean of the School of Education at the City College of the City University of New York. He has authored and co-authored several resource books in mathematics education for Corwin Press.
Table of Contents
Prologue Acknowledgments About the Authors
1. Numbers and Operations Grades Pre K-2
1. Encourage young children's exploration and understanding of relationships among numbers.
2. Encourage young children's understanding of addition and subtraction and how they relate to each other.
3. Encourage young children's fluent computation.
Grades 3-5
4. Encourage an understanding of the structure of numbers and relationships among numbers.
5. Encourage an understanding of the meanings of multiplication and division and how they relate to each other.
6. Encourage students to compute fluently and make reasonable estimates.
2. Algebra Grades Pre K-2
7. Encourage young children's systematic sorting and classification as they work with a variety of patterns, geometric shapes, and data.
8. Encourage young children's systematic exploration of the general principles and properties of operations such as addition and subtraction.
Grades 3-5
9. Encourage the expression and generalization of mathematics relationships.
10. Encourage further understanding of multiplicative structures through application and analysis of the distributivity of multiplication over addition.
3. Geometry Grades Pre K-2
11. Encourage young children's exploration of characteristics and properties of two- and three-dimensional shapes.
12. Encourage young children's application of similarity transformations to analyze geometric situations.
13. Encourage young children's use of visualization and spatial reasoning in their exploration of geometric shapes.
Grades 3-5
14. Encourage students' exploration and mathematical analysis of the properties of two-dimensional geometric shapes.
15. Encourage students' use of geometric transformations to analyze mathematical situations.
16. Encourage students' use of visualization, spatial reasoning, and geometric modeling to solve problems.
4. Measurement Grades Pre K-2
17. Encourage young children's exploration and understanding of measurement concepts and relationships.
18. Encourage young children to accurately apply appropriate tools and techniques to linear measurement.
Grades 3-5
19. Encourage students' exploration and understanding of measurement concepts and relationships.
20. Encourage students' appropriate application of conventional measuring tools in varied situations.
5. Data Analysis and Probability Grades Pre K-2
21. Encourage young children's collection, display, and organization of objects and data.
22. Encourage the idea in young children that data, graphs, and charts give information.
23. Encourage young children's informal explorations of probability.
Grades 3-5
24. Encourage students to explore questions they find personally relevant and that can be addressed by data collection and analysis.
25. Encourage students to become more precise in their mathematical descriptions of data.
26. Encourage students to explore and evaluate issues of representativeness and inference.
27. Encourage students' exploration and quantification of simple probabilistic events.
6. Problem Solving Grades Pre K-2
28. Encourage young children to ask mathematical questions and to identify essential mathematical information.
29. Assess young children's abilities to solve problems through examination of student work and conversations.
Grades 3-5
30. Encourage students' development and application of problem-solving strategies.
31. Select rich, appropriate, and challenging problems and orchestrate their use.
7. Reasoning and Proof Grades Pre K-2
32. Encourage young children to explain their thinking by stating their reasons.
33. Ask questions that encourage young children to make conjectures and to justify their thinking.
Grades 3-5
34. Encourage children to reason about the relationships that apply to the numbers, operations, or shapes that they are studying.
35. Focus on general mathematical structures and relationships.
8. Communication Grades Pre K-2
36. Encourage young children's verbal and written communication of mathematics concepts and ideas.
37. Expect young children to explain their thinking and give them opportunities to talk with and listen to their peers.
Grades 3-5
38. Encourage students to share their thinking, to ask questions, and to justify their ideas.
39. Provide models for student dialogue about mathematics.
9. Connections Grades Pre K-2
40. Encourage young children to make connections among mathematical ideas, vocabulary, and representations.
41. Make links between routine school activities and mathematics.
Grades 3-5
42. Encourage students to see that mathematics is a web of closely connected ideas.
43. Select tasks that help students explore and develop increasingly sophisticated mathematical ideas.
10. Representation Grades Pre K-2
44. Encourage young children to represent their mathematical ideas and procedures in varied ways.
45. Create a learning environment that supports and encourages children's use of multiple representations.
Grades 3-5
46. Encourage students to use representations to support, clarify, and extend their mathematical ideas.
47. Choose tasks that embody rich and varied representational structures.
Epilogue Index