Elham Kazemi – författare

In this influential book from collaborative authors Megan L Franke, Elham Kazemi, and Angela Chan Turrou, Choral Counting & Counting Collections: Transforming the PreK – 5 Math Classroom, explores ways in which two routines — Choral Counting and Counting Collections — can transform your elementary math classroom, your students' math understanding, and your partnerships with families. It paints a vision for how deeply and creatively children can engage with ideas of number and operations and mathematical reasoning through counting. Created with real educators' needs in mind and organized by grade-level band (preschool, K-2, and 3-5), inside this book you'll find: Easy-to-use planning templates to guide teachers in implementing these powerful routinesA variety of student recording sheets for Counting Collections that allow teachers to enact different variations of this activity across the gradesGuides for selecting Choral Counts that support grade-level standards and mathematical goalsGoal charts that provide specific guidance on teacher language and movesAdvice on supporting both students' mathematical and social goals through Choral Counting and Counting CollectionsThe authors have collected the wisdom of math teachers and researchers across the country who explore activities that are both playful and intentional, simple and sophisticated. If you're looking for ways to bring new energy into your math instruction, Choral Counting & Counting Collections: Transforming the PreK - 5 Math Classroom is the perfect book for you and your students.

Math teachers know the first step to meaningful mathematics discussions is to ask students to share how they solved a problem and make their thinking visible; however, knowing where to go next can be a daunting task.In Intentional Talk and Listening: How to Structure and Lead Productive Mathematical Discussions, Elham Kazemi and Allison Hintz provide teachers with a practical framework for planning and facilitating purposeful math talks that move group discussions to the next level while achieving mathematical and social goals. Each chapter focuses on a different type of conversation, including:● Open Strategy Sharing● Compare and Connect● Why? Let’s Justify● What’s Strategic and Why?● Define and Clarify● Troubleshoot and ReviseIn this second edition of the book, Kazemi and Hintz provide new vignettes and classroom examples. They explore the role of children’s and communities’ funds of knowledge in mathematics problem solving and focus on supporting students’ active participation as listeners and speakers. Written from the stance that all students are sense makers with valuable ideas, Intentional Talk and Listening supports teachers’ decision making as they facilitate conversations that help students make meaning of, and find joy in, math.

A blueprint for structuring the school environment around teacher learning and collaboration as a foundation for equitable learning and student engagement  In Learning Together, Elham Kazemi, Jessica Calabrese, Teresa Lind, Becca Lewis, Alison Fox Resnick, and Lynsey K. Gibbons share findings from their decade of experience in nurturing collaborative learning cultures in elementary schools. The work offers guidance for intentionally and explicitly organizing educational institutions to prioritize and support teacher learning, which can, as the authors show, create flourishing learning systems for teachers and students alike.  As part of research-practice partnerships in six US elementary schools engaged in school improvement efforts, the authors observed that such deliberate school reorganization is the first step in meaningfully shifting practices from teacher-centered, procedure-based learning to student-centered, discussion-intensive learning that develops student agency. Through interviews with teachers and members of instructional leadership teams, they illustrate the myriad benefits of mutual learning in which educators are encouraged to grow their practice as part of teacher teams and as members of a likeminded professional community. The authors recommend practical actions—from establishing vision-driven hiring and retention practices to aligning resources such as time, funding, and professional development opportunities—that can help to cultivate a schoolwide ethos of instructional collaboration.  The wisdom highlighted in this work will be invaluable for teachers, instructional coaches, principals, district leaders, and anyone who makes decisions for students or teachers.