Elementary and Middle School Mathematics: Teaching Developmentally: The Professional Development Edition for Mathematics Coaches and Other Teacher Leaders

by John Van de Walle, Karen Karp, Jennifer Bay-Williams

Overview

Elementary and Middle School Mathematics: Teaching Developmentally, Professional Development Edition provides unparalleled depth of ideas and discussion to help mathematics coaches and other teacher leaders foster teachers’ understanding of the mathematics they will teach and the most effective teaching methods for the various mathematics topics. This text reflects the philosophy of the NCTM and Common Core State Standards and the benefits of problem-based mathematics instruction. The Coach/Teacher Leader Guide to this Book and Activities Matrix that appear at the front of the book and Professional Learning Opportunities sections, Coach/Teacher Leader Considerations boxes, and PDToolkit boxes that appear at the end of each chapter ensure this book is a valuable resource for all educators who facilitate mathematics professional development and support students making sense of mathematics.

A complimentary access code for the online PDToolkit (http://pdtoolkit.pearson.com) inside every new book gives mathematics leaders access to:

• Videos highlighting student mathematical thinking
• Downloadable tools and templates
• Expanded lessons
• Blackline masters
• Children’s literature matrix

To access PDToolkit for the first time:

You will need to register online using a computer with an Internet connection and a web browser. The process takes just a couple of minutes and only needs to be completed once.

1. Go to http://pdtoolkit.pearson.com/
2. Select your book.
3. Under Register, select your user type: K-12 Teacher, College Instructor, or College Student
4. Click Register Here.
5. If you have an existing Pearson account, enter it. If you do not, follow the prompts to make a Pearson account.
6. Enter your access code* found beneath the pull tab. Do not type the dashes. You can use lowercase or uppercase letters.
7. Follow the on-screen instructions. If you need help at any time during the online registration process, simply click the Need Help? Icon.
8. Once you have successfully registered, you can begin using the PDToolkit!

You only need to register for the PDToolkit once. After that, you can log in any time at http://pdtoolkit.pearson.com/ by providing your Login Name and Password when prompted.

*Important: Each access code can only be used once. The subscription is valid for six months upon activation and is not transferable. If the access code has already been revealed, it may no longer be valid. If this is the case, you can purchase a subscription by going to http://pdtoolkit.pearson.com/ and following the on-screen instructions

Product Details

ISBN-13:	9780133006469
Publisher:	Pearson Education
Publication date:	03/23/2012
Series:	Teaching Student-Centered Mathematics Series
Edition description:	New Edition
Pages:	592
Product dimensions:	8.40(w) x 10.80(h) x 0.90(d)

About the Author

John A. Van de Walle

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 co-authored the Scott Foresman-Addison Wesley Mathematics K-6 series and contributed to the Pearson School mathematics program, enVisionMATH. Additionally, 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, Chair of the Educational Materials Committee, and a frequent speaker at national and regional meetings.

Karen S. Karp

Karen S. Karp is a professor of mathematics education at the University of Louisville in Kentucky. Prior to entering the field of teacher education she was an elementary school teacher in New York. Karen is a co-author of Feisty Females: Inspiring Girls to Think Mathematically, which is aligned with her research interests on teaching mathematics to diverse populations. With Jennifer, Karen co-edited Growing Professionally: Readings from NCTM Publications for Grades K-8 and co-authored (along with Janet Caldwell) Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-Grade 2. She is a former member of the Board of Directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators (AMTE). She continues to work in classrooms with elementary and middle school students and with teachers at all levels who work with students with disabilities.

Jennifer M. Bay-Williams

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: Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-Grade 2, Math and Literature: Grades 6-8, Math and Nonfiction: Grades 6-8, and Navigating through Connections in Grades 6-8. She is the author of the Field Experience Guide for this book. 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 is on the Board of Directors for TODOS: Equity for All, Editor for the 2012 NCTM Yearbook, and past-president of the Association of Mathematics Teacher Educators (AMTE).

Jonathan Wray, technology contributor toElementary and Middle School Mathematics, Teaching Developmentally(6th-8th editions).

Jonathan Wray is the Instructional Facilitator for Secondary Mathematics Curricular Programs in the Howard County Public School System. He is the president of the Association of Maryland Mathematics Teacher Educators (AMMTE) and past president of the Maryland Council of Teachers of Mathematics (MCTM). He has been recognized for his expertise in infusing technology in mathematics teaching receiving the Outstanding Technology Leader in Education by the Maryland Society for Educational Technology (MSET). Jon is also actively engaged in NCTM, serving on the editorial panels of Teaching Children Mathematics and ON-Math. Mr. Wray has been a primary and intermediate grades classroom teacher, gifted/talented resource teacher, elementary mathematics specialist, curriculum and assessment developer, grant project manager, and educational consultant.

Nicole Rigelman

Nicole Rigelman is a professor of mathematics education at the Portland State University in Oregon. Nicole has published several articles on teaching and learning in NCTM journals and was a contributor for the 2^nd Edition Developing Mathematical Ideas case-based professional development materials: Building a System of Tens and Making Meaning for Operations. She also served as a curriculum developer for the Bridges in Mathematics. Nicole was a middle school math teacher and K-12 mathematics curriculum specialist and continues to work in classrooms at all levels with students and with teachers. She serves on several mathematics advisory boards and was a member of the NCTM Assessment Task Force, the AMTE Teaching Resources Task Force, and co-leads AMTE’s Elementary Mathematics Specialists initiatives. Nicole is a former president of Teachers of Teachers of Mathematics (TOTOM) an affiliate of AMTE.

Table of Contents

• Preface
• Coach/Teacher Leader Guide to this Book
• Activities Matrix
• Section 1: Teaching Mathematics: Foundations and Perspectives
• Chapter 1 Teaching Mathematics in the 21 ^st Century
• Chapter 2 Exploring What it Means to Know and Do Mathematics
• Chapter 3 Teaching through Problem Solving
• Chapter 4 Planning in the Problem-Based Classroom
• Chapter 5 Building Assessment into Instruction
• Chapter 6 Teaching Mathematics Equitably to All Children
• Chapter 7 Using Technological Tools to Teach Mathematics
• Section 2: Development of Mathematical Concepts and Procedures
• Chapter 8 Developing Early Number Concepts and Number Sense
• Chapter 9 Developing Meanings for the Operations
• Chapter 10 Helping Students Master the Basic Facts
• Chapter 11 Developing Whole-Number Place-Value Concepts
• Chapter 12 Developing Strategies for Addition and Subtraction Computation
• Chapter 13 Developing Strategies for Multiplication and Division Computation
• Chapter 14 Algebraic Thinking: Generalizations, Patterns, and Functions
• Chapter 15 Developing Fraction Concepts
• Chapter 16 Developing Strategies for Fraction Computation
• Chapter 17 Developing Concepts of Decimals and Percents
• Chapter 18 Proportional Reasoning
• Chapter 19 Developing Measurement Concepts
• Chapter 20 Geometric Thinking and Geometric Concepts
• Chapter 21 Developing Concepts of Data Analysis
• Chapter 22 Exploring Concepts of Probability
• Chapter 23 Developing Concepts of Exponents, Integers, and Real Numbers