Active Learning in the Mathematics Classroom, Grades 5-8
Active Learning in the Mathematics Classroom, Grades 5-8

Author: Hope Martin

Publisher: Corwin Press

Published: 2007-02-26

Total Pages: 209

ISBN-13: 1412949785

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Deepen students' understanding of math concepts through active involvement! Engaging students directly in creative learning experiences is the basis of author Hope Martin's approach for re-energizing mathematics instruction. Active Learning in the Mathematics Classroom, Grades 5-8, Second Edition offers attention-grabbers such as Algebra Jokes, The M&M Mystery, How Long Would It Take to Walk to China?, and Gummi Worms to help students use mathematics as a powerful problem-solving tool, gain meaningful understandings of key concepts, and effectively communicate their mathematical thinking. Presenting a generous collection of student activities aligned with the five NCTM content standards, this revised edition of Multiple Intelligences in the Mathematics Classroom features A new chapter addressing algebra conceptsReproducible student pages for each activity Journaling questions to engage students in writing about mathematics Specific Web site resourcesWith step-by-step directions, suggestions, tips, and variations for implementation, this updated text provides a rich instructional resource for teachers, mathematics specialists, and curriculum directors.

Teaching Math to Multilingual Students, Grades K-8
Teaching Math to Multilingual Students, Grades K-8

Author: Kathryn B. Chval

Publisher: Corwin Press

Published: 2021-01-07

Total Pages: 317

ISBN-13: 1071810839

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Using strengths-based approaches to support development in mathematics It’s time to re-imagine what’s possible and celebrate the brilliance multilingual learners bring to today’s classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners—historically called English Language Learners—are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor. Based on best practices and the authors’ years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find: • A focus on multilingual students as leaders • A strength-based approach that draws on students’ life experiences and cultural backgrounds • An emphasis on maintaining high expectations for learners’ capacity for mastering rigorous content • Strategies for representing concepts in different formats • Stop and Think questions throughout and reflection questions at the end of each chapter • Try It! Implementation activities, student work examples, and classroom transcripts With case studies and activities that provide a solid foundation for teachers’ growth and exploration, this groundbreaking book will help teachers and teacher educators engage in meaningful, humanized mathematics instruction.

Building Thinking Classrooms in Mathematics, Grades K-12
Building Thinking Classrooms in Mathematics, Grades K-12

Author: Peter Liljedahl

Publisher: Corwin Press

Published: 2020-09-28

Total Pages: 454

ISBN-13: 1544374844

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A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.

Teaching Mathematics in Diverse Classrooms for Grades 5-8
Teaching Mathematics in Diverse Classrooms for Grades 5-8

Author: Benny F. Tucker

Publisher:

Published: 2013

Total Pages: 0

ISBN-13:

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"With this guide, teaching mathematics is made more effective through straightforward, easy-to-use lesson plans and learning activities that illustrate specific mathematical concepts and skills, ideas for using visuals to develop mental imagery, and ways to promote active student learning using movement and student discussion. The development of the content is user-friendly and based on a small number of easy-to-understand and easy-to-teach big ideas, and the many activities help to emphasize and reinforce the development of the mathematical content"--Publisher website.

Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8
Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8

Author: Jennifer M. Bay-Williams

Publisher: Corwin

Published: 2021-03-02

Total Pages: 265

ISBN-13: 1071818430

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Because fluency practice is not a worksheet. Fluency in mathematics is more than adeptly using basic facts or implementing algorithms. Real fluency involves reasoning and creativity, and it varies by the situation at hand. Figuring Out Fluency in Mathematics Teaching and Learning offers educators the inspiration to develop a deeper understanding of procedural fluency, along with a plethora of pragmatic tools for shifting classrooms toward a fluency approach. In a friendly and accessible style, this hands-on guide empowers educators to support students in acquiring the repertoire of reasoning strategies necessary to becoming versatile and nimble mathematical thinkers. It includes: "Seven Significant Strategies" to teach to students as they work toward procedural fluency. Activities, fluency routines, and games that encourage learning the efficiency, flexibility, and accuracy essential to real fluency. Reflection questions, connections to mathematical standards, and techniques for assessing all components of fluency. Suggestions for engaging families in understanding and supporting fluency. Fluency is more than a toolbox of strategies to choose from; it’s also a matter of equity and access for all learners. Give your students the knowledge and power to become confident mathematical thinkers.

Teaching Mathematics in the Visible Learning Classroom, Grades 6-8
Teaching Mathematics in the Visible Learning Classroom, Grades 6-8

Author: John Almarode

Publisher: Corwin Press

Published: 2018-10-10

Total Pages: 154

ISBN-13: 154433317X

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Select the right task, at the right time, for the right phase of learning It could happen in the morning during homework review. Or perhaps it happens when listening to students as they struggle through a challenging problem. Or maybe even after class, when planning a lesson. At some point, the question arises: How do I influence students′ learning—what’s going to generate that light bulb "aha" moment of understanding? In this sequel to the megawatt best seller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Nancy Frey, John Hattie, and Kateri Thunder help you answer that question by showing how Visible Learning strategies look in action in the mathematics classroom. Walk in the shoes of middle school teachers as they engage in the 200 micro-decisions-per-minute needed to balance the strategies, tasks, and assessments seminal to high-impact mathematics instruction. Using grade-leveled examples and a decision-making matrix, you’ll learn to Articulate clear learning intentions and success criteria at surface, deep, and transfer levels Employ evidence to guide students along the path of becoming metacognitive and self-directed mathematics achievers Use formative assessments to track what students understand, what they don’t, and why Select the right task for the conceptual, procedural, or application emphasis you want, ensuring the task is for the right phase of learning Adjust the difficulty and complexity of any task to meet the needs of all learners It’s not only what works, but when. Exemplary lessons, video clips, and online resources help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every student.

Visible Learning for Mathematics, Grades K-12
Visible Learning for Mathematics, Grades K-12

Author: John Hattie

Publisher: Corwin Press

Published: 2016-09-15

Total Pages: 209

ISBN-13: 1506362958

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Selected as the Michigan Council of Teachers of Mathematics winter book club book! Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.

Strategies for Teaching Whole Number Computation
Strategies for Teaching Whole Number Computation

Author: David B. Spangler

Publisher: Corwin Press

Published: 2010-06-02

Total Pages: 225

ISBN-13: 1412981069

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Through error analysis and targeted instruction, you can uncover students' misconceptions in addition, subtraction, multiplication, and division and help students understand and correct their own mistakes!