Carolyn B. Arline – författare
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4 produkter
4 produkter
Inbunden, Engelska, 2007
1 196 kr
Skickas inom 3-6 vardagar
"Uncovering Student Thinking in Mathematics shows us ways to listen and observe children and their mathematical understandings so we can find better ways to help them take their next learning steps. This book is a gift to educators who ′seek to understand before being understood.′"—From the Foreword by Anne Davies "A fresh and unique resource for mathematics teachers who recognize the importance of carefully establishing the starting points of instruction in terms of what students already know. The collection of assessment probes is inventive, engaging for students, and invaluable for teachers."—Richard H. Audet, Associate Professor, Roger Williams UniversityUse formative assessment probes to take the guesswork out of mathematics instruction and improve learning!Students learn at varying rates, and if a misconception in mathematics develops early, it may be carried from year to year and obstruct a student′s progress. To identify fallacies in students′ preconceived ideas, Uncovering Student Thinking in Mathematics offers educators a powerful diagnostic technique in the form of field-tested assessment probes—brief, easily administered activities to determine students′ thinking on core mathematical concepts. Designed to question students′ conceptual knowledge and reveal common understandings and misunderstandings, the probes generate targeted information for modifying mathematics instruction, allowing teachers to build on students′ existing knowledge and individually address their identified difficulties. Linked to National Council of Teachers of Mathematics standards, this invaluable handbook assists educators with:25 ready-to-use mathematical probesTeacher guides for implementing each probe at any grade levelExamples of typical obstacles and faulty thinking demonstrated by students This rich resource combines standards, educational research findings, and practical craft knowledge to help teachers deliver informed instruction that strengthens all students′ learning and achievement in mathematics.
Inbunden, Engelska, 2008
1 271 kr
Skickas inom 3-6 vardagar
"Cheryl Rose and Carolyn Arline provide a valuable resource to teachers who are interested in determining how their students think and answer questions in mathematics classes."—From the Foreword by Johnny W. LottDirector, Center for Excellence in Teaching and LearningUniversity of MississippiUse these targeted probes to assess secondary students′ grasp of key mathematics concepts!Research findings show that formative assessment is an important strategy for improving student achievement in mathematics. This practical resource by best-selling authors Cheryl M. Rose and Carolyn B. Arline provides tools and examples that allow middle and high school teachers to gauge students′ knowledge of core mathematics concepts and strengthen their ability to teach effectively.The authors provide 30 formative assessment probes—brief, easily administered activities targeting specific mathematics ideas—to reveal common understandings and misunderstandings in student thinking. Field-tested with teachers and students at various grade levels, these powerful diagnostic tools help teachers modify their teaching and identify areas that require more instruction. Written in accessible language, this invaluable book:Discusses standards, research results, and practical craft knowledgeDescribes the purpose, structure, and development of mathematics assessment probesHelps teachers build on students′ current understandings while addressing their identified difficultiesOffers examples of the faulty thinking students are likely to exhibit and typical obstacles they may encounterThese assessment probes will help teachers can make sound instructional choices and increase the mathematics knowledge of all their students!
Häftad, Engelska, 2008
626 kr
Skickas inom 3-6 vardagar
"Cheryl Rose and Carolyn Arline provide a valuable resource to teachers who are interested in determining how their students think and answer questions in mathematics classes."—From the Foreword by Johnny W. LottDirector, Center for Excellence in Teaching and LearningUniversity of MississippiUse these targeted probes to assess secondary students′ grasp of key mathematics concepts!Research findings show that formative assessment is an important strategy for improving student achievement in mathematics. This practical resource by best-selling authors Cheryl M. Rose and Carolyn B. Arline provides tools and examples that allow middle and high school teachers to gauge students′ knowledge of core mathematics concepts and strengthen their ability to teach effectively.The authors provide 30 formative assessment probes—brief, easily administered activities targeting specific mathematics ideas—to reveal common understandings and misunderstandings in student thinking. Field-tested with teachers and students at various grade levels, these powerful diagnostic tools help teachers modify their teaching and identify areas that require more instruction. Written in accessible language, this invaluable book:Discusses standards, research results, and practical craft knowledgeDescribes the purpose, structure, and development of mathematics assessment probesHelps teachers build on students′ current understandings while addressing their identified difficultiesOffers examples of the faulty thinking students are likely to exhibit and typical obstacles they may encounterThese assessment probes will help teachers can make sound instructional choices and increase the mathematics knowledge of all their students!
Häftad, Engelska, 2014
575 kr
Skickas inom 3-6 vardagar
Uncovering Student Thinking About Mathematics in the Common Core, High School: 25 Formative Assessment Probes Cheryl Rose Tobey, Carolyn B. Arline "Not only does this book make strong connections to the CCSS, it provides a framework for teachers to improve their craft. Identifying student misconceptions is an extremely important aspect of assessment and this book provides a solid format to aid teachers." —Randy Wormald, Math Teacher Kearsarge Regional High School, Sutton, NH Take the guesswork out of high school math instruction! Helping your students master high school mathematics just got a whole lot easier! Bestselling authors Cheryl Rose Tobey and Carolyn B. Arline provide 25 detailed and grade-level specific assessment probes that promote deep learning and expert math instruction. Learn to ask the right questions to uncover where and how students commonly get confused. Focused on subconcepts within the new Common Core State Standards for Mathematics and organized by strand, the probes will help you foster new and accurate skills--while learning is underway. You’ll learn how to Quickly diagnose students’ common misconceptions and procedural mistakes Help students pinpoint areas of struggle Plan targeted instruction that builds on students’ current understandings while addressing difficulties with Algebra, Geometry,Functions, Logarithms, Statistics and Probability, Trigonometric Ratios, and more Elicit the skills and processes related to the Standards for Mathematical Practices You’ll find sample student responses, extensive Teacher Notes, and research-based tips and resources to help you instill new mathematical ideas. Includes the QUEST Cycle for effective, hands-on implementation. Now you can eliminate the guesswork once and for all and join thousands of busy high school teachers who’ve used these easy-to-implement tools to build solid math proficiency! Other Books From Corwin: 1. Tobey: Uncovering Student Thinking About Mathematics in the Common Core, Grades K–2, 978-1-4522-3003-0 2. Tobey: Uncovering Student Thinking About Mathematics in the Common Core, Grades 3-5, 978-1-4522-7024-1 3. Tobey: Uncovering Student Thinking About Mathematics in the Common Core, Grades 6-8, 978-1-4522-3088-7 Cheryl Rose Tobey is a Senior Mathematics Associate at Education Development Center (EDC). She is the implementation director for the Pathways to Mathematics Achievement Study and a mathematics specialist for the NSF-funded Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD) projects. She also serves as a project director for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Carolyn B. Arline is a secondary mathematics educator, currently teaching high school students in Maine. She also works as a teacher leader in the areas of mathematics professional development, learning communities, assessment, systematic school reform, standards-based teaching, learning and grading, student-centered classrooms, and technology. She has previously worked as a mathematics specialist at the Maine Mathematics and Science Alliance (MMSA) and continues her work with them as a consultant.