Teaching Student-Centered Mathematics
Antal sidor
Lovin, LouAnn H. / Karp, Karen S. / Bay-Williams, Jennifer M.
241 x 177 x 6 mm
22 g
Antal komponenter
Teaching Student-Centered Mathematics

Teaching Student-Centered Mathematics

Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume I), Enhanced Pearson eText -- Access Card

Engelska, 2017-01-18
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A practical, comprehensive, student-centered approach to effective mathematical instruction for grades Pre-K-2.

Helping students make connections between mathematics and their worldsand helping them feel empowered to use math in their livesis the focus of this widely popular guide. Designed for classroom teachers, the book focuses on specific grade bands and includes information on creating an effective classroom environment, aligning teaching to various standards and practices, such as the Common Core State Standards and NCTMs teaching practices, and engaging families. The first portion of the book addresses how to build a student-centered environment in which children can become mathematically proficient, while the second portion focuses on practical ways to teach important concepts in a student-centered fashion. The new edition features a corresponding Enhanced Pearson eText version with links to embedded videos, blackline masters, downloadable teacher resource and activity pages, lesson plans, activities correlated to the CCSS, and tables of common errors and misconceptions.


This book is part of the Student-Centered Mathematics Series, which is designed with three objectives: to illustrate what it means to teach student-centered, problem-based mathematics, to serve as a reference for the mathematics content and research-based instructional strategies suggested for the specific grade levels, and to present a large collection of high quality tasks and activities that can engage students in the mathematics that is important for them to learn.

Invigorate learning with the Enhanced Pearson eText
 This access code card provides access to the new Enhanced Pearson eText, a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:

  • Embedded videos throughout provide examples of students' misconceptions, expand on key concepts, and demonstrate how to implement strategies and techniques in real classrooms.
  • Downloadable Teacher Resource and Activity Pages that support teaching activities such as formative assessment and team-building are now available in the Enhanced Pearson eText at the point of use.
  • Downloadable Blackline Masters in Part 2 Chapters. Readers may download Blackline Masters that support the activities and Expanded Lessons by clicking on hyperlinks embedded in the Enhanced Pearson eText. Appendix E includes a list of the Blackline Masters and a thumbnail version of each.

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Fler böcker av John A Van De Walle

Bloggat om Teaching Student-Centered Mathematics

Övrig information

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.


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 



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