Teaching Mathematics in the Visible Learning Classroom, Grades K-2

John Almarode is a professor of education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. John started as a mathematics and science teacher in Augusta County, Virginia. John has written multiple books, book chapters, papers, and reports. His collaborative work with colleagues on what works best in teaching and learning includes How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press.Douglas Fisher is a professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.Kateri Thunder, Ph.D., has the pleasure of collaborating with learners and educators from school divisions and early learning centers around the world to translate research into practice. She has served as an inclusive early childhood educator, an Upward Bound educator, a mathematics specialist, an assistant professor of mathematics education at James Madison University, and Site Director for the Central Virginia Writing Project. Her research, writing, and presentations focus on equity and access in early childhood and mathematics education, as well as the intersection of literacy and mathematics for teaching and learning. Kateri has collaborated with thousands of educators to catalyze change in their classrooms, centers, and schools. She is the chair of NCTM’s Research Committee and co-creator of The Math Diet. Additionally, she is a best-selling author for Corwin’s Teaching Mathematics in the Visible Learning Classroom Series, the Success Criteria Playbook, and Visible Learning in Early Childhood. John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and 10 Mindframes for Visible Learning. Nancy Frey is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.

• List of VideosAcknowledgmentsAbout the AuthorsIntroductionWhat Works BestWhat Works Best WhenThe Path to Assessment-Capable Visible Learners in MathematicsHow This Book WorksChapter 1. Teaching With Clarity in MathematicsComponents of Effective Mathematics LearningSurface, Deep, and Transfer LearningMoving Learners Through the Phases of LearningDifferentiating Tasks for Complexity and DifficultyApproaches to Mathematics InstructionChecks for UnderstandingProfiles of Three TeachersReflectionChapter 2. Teaching for the Application of Concepts and Thinking SkillsMr. Southall and Number CombinationsMs. McLellan and Unknown Measurement ValuesMs. Busching and the Ever-Expanding Number SystemReflectionChapter 3. Teaching for Conceptual UnderstandingMr. Southall and PatternsMs. McLellan and the Meaning of the Equal SignMs. Busching and the Meaning of AdditionReflectionChapter 4. Teaching for Procedural Knowledge and FluencyMr. Southall and Multiple RepresentationsMs. McLellan and Equality ConjecturesMs. Busching and Modeling SubtractionReflectionChapter 5. Knowing Your Impact: Evaluating for MasteryWhat Is Mastery Learning?Ensuring Tasks Evaluate MasteryEnsuring Tests Evaluate MasteryFeedback for MasteryConclusionFinal ReflectionAppendicesA. Effect SizesB. Teaching for Clarity Planning GuideC. Learning Intentions and Success Criteria TemplateD. A Selection of International Mathematical Practice or Process StandardsReferencesIndex