Teaching Student-Centered Mathematics

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. 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 co-authored 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 Edition with David Allsopp and Sarah Vaningen. LouAnn taught mathematics to middle and high school students before transitioning to pre-K-grade 8. For almost twenty years, she has worked in pre-K through grade 8 classrooms and engaged with teachers in professional development as they implement a studentcentered approach to teaching mathematics. She has published articles in Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Teaching Exceptional Children 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-Baltimore, MD. 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 co-author of Elementary and Middle School Mathematics: Teaching Developmentally, Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-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 has published many articles on teaching and learning in NCTM journals. She has also coauthored numerous books, including Mathematics Coaching: Resources and Tools for Coaches and Leaders, K-12; 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. 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 served as member of Board of Directors for TODOS: Equity for All, as president of AMTE, and as editor for the 2012 NCTM Yearbook.

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

8 Fraction Concepts and Computation

9 Decimal Concepts and Computation

10 The Number System 

11 Ratios and Proportional Relationships 

12 Algebraic Thinking: Expressions, Equations, and Functions 

13 Developing Geometry Concepts 

14 Exploring Measurement Concepts 

15 Working with Data and Doing Statistics 

16 Investigating Concepts of Probability

Appendix A Common Core State Standards: Standards for Mathematical Practice

Appendix B Common Core State Standards: Grades 68 Critical Content Areas and Overviews 

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

Appendix D Activities at a Glance: Volume III 

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 Students Learn? 

     Teaching for Understanding 

     The Importance of Students Ideas 

     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 

     Students Self-Assessment and Reflection 

   ...