ISBN-10:
0132824825
ISBN-13:
2900132824827
Pub. Date:
03/06/2013
Publisher:
Pearson
Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume I) / Edition 2

Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume I) / Edition 2

by John A. Van de Walle
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  • Product Details

    ISBN-13: 2900132824827
    Publisher: Pearson
    Publication date: 03/06/2013
    Series: Teaching Student-Centered Mathematics Series
    Edition description: Older Edition
    Pages: 421
    Product dimensions: 8.50(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 student centered math lessons. He coauthored the Scott Foresman-Addison 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.

    LouAnn H. Lovin is a professor of mathematics education at James Madison University (Virginia). She coauthored the first edition of the Teaching Student-Centered Mathematics Professional Development Series with John A. Van de Walle as well as Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners (2nd ed.) 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 student-centered approach to teaching mathematics. She has published articles in Teaching Children Mathematics, Mathematics Teaching in the Middle School, Teaching Exceptional Children, and Journal of Mathematics Teacher Education 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.

    Karen S. Karp is at the School of Education at Johns Hopkins University in Baltimore (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 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.

    Jennifer M. Bay-Williams is a professor of mathematics education at the University of Louisville (Kentucky). Jennifer frequently offers professional development about effective mathematics teaching to K-12 teachers and leaders. She has coauthored numerous books, including On the Money: Math Activities to Build Financial Literacy ; 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; and Navigating through Connections in Grades 6-8 . Additionally, she has written dozens of articles on teaching and learning in NCTM journals. Jennifer serves on the NCTM Board of Directors, and has served on the TODOS: Equity for All Board, and president of the Association of Mathematics Teacher Educators (AMTE). 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.

    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 Children

    6. Planning, Teaching, and Assessing Children with Exceptionalities

    7. Collaborating with Families and Other Stakeholders

    Part 2: Teaching Student-Centered Mathematics


    8. Developing Early Number Concepts and Number Sense

    9. Developing Meanings for the Operations

    10. Helping Children Develop Fluency with Basic Facts

    11. Developing Whole-Number Place-Value Concepts

    12. Building Strategies for Whole-Number Computation

    13. Promoting Algebraic Reasoning

    14. Exploring Early Fraction Concepts

    15. Building Measurement Concepts

    16. Developing Geometric Reasoning and Concepts

    17. Helping Children Use Data

    Appendix A Common Core State Standards: Standards for Mathematical Practice

    Appendix B Common Core State Standards: Grades K-2 Critical Content Areas and Overviews

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

    Appendix D Activities at a Glance: Volume I

    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 Children Learn?

    Teaching for Understanding

    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

    Children's 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 Children

    Culturally and Linguistically Diverse Children

    Culturally Responsive Mathematics Instruction

    Teaching Strategies That Support Culturally and Linguistically Diverse Children

    Assessment Considerations for ELLs


    6. Planning, Teaching, and Assessing Children with Exceptionalities

    Instructional Principles for Diverse Learners

    Implementing Interventions

    Teaching and Assessing Children with Learning Disabilities

    Adapting for Children with Moderate/Severe Disabilities

    Planning for Children 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. Developing Early Number Concepts and Number Sense

    The Number Core: Early Counting and Number Concepts

    The Relations Core: More Than, Less Than, and Equal To

    Developing Number Sense by Building Number Relationships

    Number Sense and the Real World

    Revisiting the Big Ideas for Number Concepts


    9. Developing Meanings for the Operations

    Teaching Operations through Contextual Problems

    Children’s Conceptions of Addition and Subtraction

    Addition and Subtraction Problem Structures

    Teaching Addition and Subtraction

    Laying the Foundation for Multiplication and Division

    Teaching Multiplication and Division

    Supporting Children in Solving Contextual Problems

    Final Thoughts: Outcomes Related to Teaching and Learning Operations


    10. Helping Children Develop Fluency with Basic Facts

    The Developmental Nature of Learning Basic Facts

    Different Approaches to Teaching Basic Facts

    Teaching Basic Facts Effectively

    Assessing Basic Facts Effectively

    Reasoning Strategies for Addition Facts

    Reasoning Strategies for Subtraction Facts

    Reinforcing Reasoning Strategies

    Building a Foundation for Multiplication Facts

    Reinforcing Basic Fact Mastery

    Do’s and Don’ts for Teaching Basic Facts


    11. Developing Whole-Number Place-Value Concepts

    Pre—Place-Value Understandings

    Developing Foundational Ideas in Whole-Number Place Value
    Base-Ten Models for Place Value

    Developing Base-Ten Concepts

    Oral and Written Names for Numbers

    Patterns and Relationships with Multidigit Numbers

    Connecting Place Value to Addition and Subtraction

    Connections to Real-World Ideas


    12. Building Strategies for Whole-Number Computation

    A Move to Computational Fluency

    Connecting Addition and Subtraction to Place Value

    Three Types of Computational Strategies

    Development of Invented Strategies

    Development of Invented Strategies for Addition and Subtraction

    Standard Algorithms for Addition and Subtraction

    Introducing Computational Estimation

    Computational Estimation Strategies

    Common Misconceptions with Whole-Number Computation


    13. Promoting Algebraic Reasoning

    Strands of Algebraic Reasoning

    Structure in the Number System: Connecting Number and Algebra

    Meaningful Use of Symbols

    Structure in the Number System: Properties

    Patterns and Functions

    Common Misconceptions with Algebraic Reasoning


    14. Exploring Early Fraction Concepts

    Meanings of Fractions for PreK—2 Children

    Introducing Fraction Language

    Models for Fractions

    Building Fractional Parts through Partitioning and Iterating

    Fraction Equivalence and Comparison

    From Fraction Words to Symbols

    Teaching Considerations for Fraction Concepts


    15. Building Measurement Concepts

    The Meaning and Process of Measuring

    Length

    Time

    Money

    Other Measurable Attributes

    Common Misconceptions with Measurement


    16. Developing Geometric Reasoning and Concepts

    Geometry Goals for Young Children

    Developing Geometric Reasoning

    Shapes and Properties

    Transformations

    Location

    Visualization


    17. Helping Children Use Data

    What Does It Mean to Do Statistics?

    Formulating Questions

    Data Collection

    Data Analysis: Classification

    Data Analysis: Graphical Representations

    Interpreting Results

    Appendix A Common Core State Standards: Standards for Mathematical Practice

    Appendix B Common Core State Standards: Grades K-2 Critical Content Areas and Overviews

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

    Appendix D Activities at a Glance: Volume I

    Appendix E Guide to Blackline Masters

    References

    Index


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