Math Know-How: Answers to Your Most Persistent Teaching Issues, Grades 3-5

Math Know-How: Answers to Your Most Persistent Teaching Issues, Grades 3-5

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Math Know-How: Answers to Your Most Persistent Teaching Issues, Grades 3-5 by Thomasenia L. Adams, Joanne J. LaFramenta


From two math coaches who really know how
Have you ever wished there were a single resource to help you tackle your most persistent teaching issues once and for all? To engage students in more meaningful ways? To provide the tools you need to increase students’ understanding of key mathematical concepts? All at the same time! Math coaches Thomasenia Lott Adams and Joanne LaFramenta have just written it.

With the help of this book, you’ll be armed with the know-how to

  • employ strategies to achieve the CCSS, especially the Mathematical Practices
  • make purposeful teaching decisions
  • facilitate differentiated instruction
  • teach and learn with manipulatives
  • use technology appropriately

Product Details

ISBN-13: 9781452282626
Publisher: SAGE Publications
Publication date: 12/10/2013
Sold by: Barnes & Noble
Format: NOOK Book
Pages: 208
File size: 3 MB

About the Author

Thomasenia Lott Adams, PhD, is a mathematics teacher educator/researcher in the School of Teaching & Learning and the Associate Dean of Research (ADR) in the College of Education at the University of Florida (UF), Gainesville, FL. Dr. Adams’ scholarship includes funded grants at the national and state levels, including her role as Co-Principal Investigator on the Florida STEM Teacher Induction and Professional Support Center funded by the Florida Department of Education and the UF Noyce Scholars Program: Raising STEM EduGators funded by the National Science Foundation. She has a commendable lists of publications and conference presentations is a senior author of the Go Math! elementary mathematics textbook series published by Houghton Mifflin Harcourt. She is also author on several publications of the National Council of Teachers of Mathematics (NCTM) and Solutions Tree.            

Service posts to her credit include editor of the Mathematical Roots Department in Mathematics Teaching in the Middle School and co-editor of Investigations Department of Teaching Children Mathematics both published by NCTM. Dr. Adams has also served as board member of the Association of Mathematics Teacher Educators board member of the School Science and Mathematics Association and past president of the Florida Association of Mathematics Teacher Educators.

Dr. Adams is a previous recipient of the Mary L. Collins Teacher Educator of the Year Award for the Florida Association of Teacher Educators. She has participated in major efforts to improve teaching and learning of mathematics, including serving as a mathematics coach across grades K-12, being co-author of K-12 mathematics professional development programs and leader for the mathematics and science job-embedded professional development and graduate degree program for middle and high school teachers. She is also an accomplished mentor of mathematics education doctoral students.

She received a Bachelor of Science in mathematics from South Carolina State College, a Master of Education and Doctorate of Philosophy in Instruction & Curriculum from UF in 1990 and 1993, respectively.

Joanne LaFramenta is a retired middle school mathematics teacher with a master’s degree in teaching from the University of Chicago.  She taught in public schools for more than thirty years in elementary, middle, and high school, as well as in community college and university levels.  Her career as a teacher of middle school mathematics began in 1985, in California as the state began an ambitious program of reform, an effort to improve both mathematics teaching and learning.  She is a National Board Certified Teacher of Early Adolescence/Mathematics.  She graduated from the University of Florida in the summer of 2011, with a degree of Doctor of Philosophy in Curriculum and Instruction, emphasis in mathematics education.  She now serves as a research associate and adjunct instructor at the University of Florida.

Table of Contents

About the Authors
1. Common Core State Standards for Mathematics: Mathematics Content and Mathematical Practices
Creating the Common Core State Standards for Mathematics
Theoretical Basis of the Common Core State Standards for Mathematics
Structure of the Common Core State Standards for Mathematics
Two Brief Notes
Questions and Tasks for Reflection
2. Making Mathematics Teaching Decisions
Learning: The Primary Purpose of School and the Primary Goal of Teaching
The Nature of Learning
Formative Assessment: Discovering the Prior Knowledge
Types of Formative Assessment Practices
Making the Decisions of Teaching
Questions and Tasks for Reflection
3. Using the Pacing Guide Effectively
Pacing Guides for Mathematics Instruction
Role of the Mathematics Pacing Guide
How Do Mathematics Standards Influence the Pacing Guide?
Pacing and Mastery
Questions and Tasks for Reflection
4. Approach to Planning Mathematics Instruction
Perspective: Mathematics Content
Perspective: Models of Instruction
4-A Way to Mathematical Success
Overarching Instructional Strategies
Questions and Tasks for Reflection
5. Facilitating Differentiated Instruction
Introduction to Differentiated Instruction
Specific Points About Differentiated Instruction
Questions and Tasks for Reflection
6. Teaching and Learning Mathematics With Manipulatives
Young Students Learn Best When Mathematics Is Linked to a Real-World Context
Selection of Manipulatives
Use of Manipulatives
Tools in the Practice Standards
Questions and Tasks for Reflection
7. Appropriate Use of Technology
Technology in the Classrooms
Technology for the Learner
Effective Implementation in the Classroom
Evaluating the Use of the Technology
Technology for the Teacher
Questions and Tasks for Reflection
8. Reflecting on the Teaching Practice of Mathematics
What Is Reflection on Teaching?
Connecting Anticipations and Results
Measuring the Outcomes
The Formal Reflection Process
Questions and Tasks for Reflection
9. Understanding the Learner
The Expectations From the Common Core State Standards Initiative (CCSSI)
The Special Case of Gloria Jean Merriex
Culturally Responsive Teaching
Questions and Tasks for Reflection
10. Mathematics Assessment 101
Summative Assessment
Authentic Assessment
Questions and Tasks for Reflection
11. Conclusion
All Eyes on Mathematics Education
Appendix: Resources for Teachers

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Math Know-How: Answers to Your Most Persistent Teaching Issues, Grades 3-5 3 out of 5 based on 0 ratings. 1 reviews.
Anonymous More than 1 year ago
So why did you put the teacher and student book together because some kids like to cheeat like myself so you are just giving answers to us and that is not the right thing to do neither is cheating but you need to practice that learn it and use it when you need it most not for bullying it is avery hard to understand this book at all. P.s-i have not really read the boo just a joke comment