National Council of Teachers of Mathematics – författare
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11 produkter
11 produkter
Improving Student Learning in Mathematics and Science
The Role of National Standards in State Policy
Häftad, Engelska, 1997
298 kr
Tillfälligt slut
138 kr
Skickas inom 11-20 vardagar
This easy-to-read summary is an excellent tool for introducing others to the messages contained in Principles and Standards.
Putting Essential Understanding of Ratios and Proportions Into Practice in Grades 6-8
Häftad, Engelska, 2015
233 kr
Skickas inom 11-20 vardagar
Do your students think they can model ratios with sets of discrete objects and combine them to show the addition of ratios? Do they believe that equivalent ratios are based on additive relationships rather than multiplicative ones?What tasks can you offer what questions can you ask to determine what your students know or don’t know and move them forward in their thinking?This book focuses on the specialized pedagogical content knowledge that you need to teach ratios and proportions effectively in grades 6-8. The authors demonstrate how to use this multifaceted knowledge to address the big ideas and essential understandings that students must develop for success with ratios and proportions--not only in their current work, but also in higher-level mathematics and a myriad of real-world contexts.Explore rich, research-based strategies and tasks that show how students are reasoning about and making sense of ratios and proportions. Use the opportunities that these and similar tasks provide to build on their understanding while identifying and correcting misunderstandings that may be keeping them from taking the next steps in learning.
Putting Essential Understanding of Geometry and Measurement Into Practice in Grades Pre-K-2
Häftad, Engelska, 2017
233 kr
Skickas inom 11-20 vardagar
Do your students recognize a square if the base is oriented horizontally but call it a “diamond” if it is turned 45 degrees? Do they claim that a shape is a triangle because it “looks like” one? Do they say that one object is “bigger” than another without attending more precisely to the attribute they are comparing? What tasks can you offer—what questions can you ask—to determine what they know or don’t know—and move them forward in their thinking?This book focuses on the specialized pedagogical content knowledge that you need to teach geometry and measurement effectively in prekindergarten to grade 2. The authors demonstrate how to use this multifaceted knowledge to address the big ideas and essential understandings that students must develop for success with these concepts—not only in their current work, but also in higher-level mathematics and a myriad of real-world contexts. Explore rich, research-based strategies and tasks that show how students are reasoning about and making sense of fractions. Use the opportunities that these and similar tasks provide to build on their understanding while identifying and correcting misunderstandings that may be keeping them from taking the next steps in learning.You have essential understanding. It’s time to put it into practice in your teaching.The Putting Essential Understanding into Practice Series moves NCTM’s Essential Understanding Series into the classroom. The new series details and explores best practices for teaching the essential ideas that students must grasp about fundamental topics in mathematics—topics that are challenging to learn and teach but are critical to the development of mathematical understanding.Classroom vignettes and samples of student work bring each topic to life, and questions for reader reflection open it up for hands-on exploration. Each volume underscores connections with the Common Core State Standards for Mathematics while highlighting the knowledge of learners, curriculum, instructional strategies, and assessment that pedagogical content knowledge entails. Resources and tasks are available at More4U. Maximize the potential of student-centered learning and teaching by putting essential understanding into practice.
233 kr
Skickas inom 11-20 vardagar
Do your students think a triangle can be constructed from any three given line segments? Do they believe that a transformation affects only the pre-image—not the whole plane? Do they understand that examples—no matter how many they find—cannot prove a conjecture but one counterexample is sufficient to disprove it?What tasks can you offer—what questions can you ask—to determine what they know or don’t know—and move them forward in their thinkingThis book focuses on the specialized pedagogical content knowledge that you need to teach geometry effectively in grades 9–12. The authors demonstrate how to use this multifaceted knowledge to dispel students’ misconceptions and replace them with the steadily developing understanding that students need for success with geometry—not only in their current work, but also in higher-level mathematics and a myriad of real-world contexts.Explore rich, research-based strategies and tasks that show how students are reasoning about and making sense of diagrams and definitions, transformations, and proof. Use the opportunities that these and similar tasks provide to build on their understanding and guide them in taking the next steps in learning.Putting Essential Understanding of Geometry into Practice in Grades 9–12 is the seventh title in NCTM’s highly useful and very readable Putting Essential Understanding into Practice Series, edited by Barbara J. Dougherty. Each volume in the series builds on the companion volume in the earlier Essential Understanding Series to show teachers how to implement their understanding of mathematics in the classroom.
233 kr
Skickas inom 11-20 vardagar
Do your students think that a sample, regardless of size, always has the same characteristics as the population from which it is drawn? Do they know the difference between the distribution of a sample and the sampling distribution of a statistic?What tasks can you offer, and what questions can you ask, to determine what your students know or don’t know—and move them forward in their thinking?This book focuses on the specialized pedagogical content knowledge that you need to teach statistics effectively in grades 9–12. The authors demonstrate how to use this multifaceted knowledge to address the big ideas and essential understandings that students must develop for success with statistics—not only in their current work, but also in higher-level mathematics and a myriad of real-world contexts.Explore rich, research-based strategies and tasks that show how students are reasoning about and making sense of statistics. Use the opportunities that these and similar tasks provide to build on their understanding while identifying and correcting misunderstandings that may be keeping them from taking the next steps in learning.
376 kr
Skickas inom 7-10 vardagar
The widespread adoption of college- and career-readiness standards, including the Common Core State Standards for Mathematics, presents a historic opportunity to improve mathematics education. What will it take to turn this opportunity into reality in every classroom, school, and district? Continuing its tradition of mathematics education leadership, NCTM has defined and described the principles and actions, including specific teaching practices, that are essential for a high-quality mathematics education for all students.Principles to Actions: Ensuring Mathematical Success for All offers guidance to teachers, specialists, coaches, administrators, policymakers, and parents: Builds on the Principles articulated in Principles and Standards for School Mathematics to present six updated Guiding Principles for School MathematicsSupports the first Guiding Principle, Teaching and Learning, with eight essential, research-based Mathematics Teaching PracticesDetails the five remaining Principles—the Essential Elements that support Teaching and Learning as embodied in the Mathematics Teaching PracticesIdentifies obstacles and unproductive and productive beliefs that all stakeholders must recognize, as well as the teacher and student actions that characterize effective teaching and learning aligned with the Mathematics Teaching PracticesWith Principles to Actions, NCTM takes the next step in shaping the development of high-quality standards throughout the United States, Canada, and worldwide.
JRME Monograph 16: Children's Measurement
A Longitudinal Study of Children's Knowledge and Learning of Length, Area, and Volume
Häftad, Engelska, 2017
515 kr
Skickas inom 11-20 vardagar
Quantitative reasoning and measurement competencies support the development of mathematical and scientific thinking in children in the early and middle grades and are fundamental to science, technology, engineering, and mathematics (STEM) education. The sixteenth Journal for Research in Mathematics Education (JRME) Monograph is a report on a four-year-long multisite longitudinal study that studied children’s thinking and learning about geometric measurement (i.e., length, area, and volume). This project studied the developing knowledge of continuous quantity in geometric measurement contexts of children from prekindergarten to grade 5. Its second emphasis was an accounting of the research methods and processes used to clarify and revise learning trajectories (LTs).In this study, the research team worked with the same group of children at a Northeast site from pre-K to grade 2, and with a different group of students at a Midwest site from grade 2 through grade 5. Through the results of this study, the authors clarify how children learn and apply measurement knowledge in pre-K through grade 5), in addition to exploring the development of children’s cognitive abilities (e.g., spatial thinking, proportional reasoning) in understanding and using measurement strategies.
521 kr
Skickas inom 7-10 vardagar
Catalyzing Change in High School Mathematics: Initiating Critical Conversations identifies and addresses critical challenges in high school mathematics to ensure that each and every student has the mathematical experiences necessary for his or her future personal and professional success. These challenges include: Explicitly broadening the purposes for teaching high school mathematics beyond a focus on college and career readiness; Dismantling structural obstacles that stand in the way of mathematics working for each and every student;Implementing equitable instructional practices;Identifying Essential Concepts that all high school students should learn and understand at a deep level; andOrganizing the high school curriculum around these Essential Concepts in order to support students’ future personal and professional goals. Catalyzing Change addresses the fact that significant numbers of high school students develop unproductive mathematical identities and see little value in mathematics, while the need for mathematical skills is increasing to meet the workplace, postsecondary education requirements, and to ensure active participation in our democratic society.
506 kr
Skickas inom 7-10 vardagar
Catalyzing Change in Early Childhood and Elementary Mathematics is part of the Catalyzing Change Series, a collection of three books intended to initiate the critical conversations on policies, practices, and issues that impact mathematics education. In 2018, the first book in the series, Catalyzing Change in High School Mathematics: Initiating Critical Conversations, was published. The work initiated by that book suggested a need to broaden the critical conversations to include early childhood, elementary, and middle school mathematics. For example, the recommendation for a common shared pathway in high school mathematics must take into consideration what must happen in early childhood and elementary mathematics for a common shared pathway to become a reality in middle and high school mathematics.Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations recognizes that the strengths and needs of young children must be considered when addressing the continuity and alignment of mathematics education for this student group. It also identifies and addresses the critical conversations necessary to meet the following critical challenges:Broadening the purpose of school mathematics to prioritize development of deep conceptual understanding so that children experience joy and confidence in themselves as emerging mathematiciansDismantling structural obstacles that stand in the way of mathematics working for each and every studentImplementing equitable instructional practices to cultivate students’ positive mathematical identities and a strong sense of agencyOrganizing mathematics along a common shared pathway grounded in the use of mathematical practices and processes to coherently develop a strong foundation of deep mathematical understanding for each and every childRead Catalyzing Change in Early Childhood and Elementary Mathematics and find out why the status quo is unacceptable, what actions you can take to change it, and how to make a difference! Be a part of the bright future of mathematics teaching and learning.
506 kr
Skickas inom 7-10 vardagar
Catalyzing Change in Middle School Mathematics is part of the Catalyzing Change Series, a collection of three books intended to initiate the critical conversations on policies, practices, and issues that impact mathematics education. In 2018, the first book in the series, Catalyzing Change in High School Mathematics: Initiating Critical Conversations, was published. The work initiated by that book suggested a need to broaden the critical conversations to include early childhood, elementary, and middle school mathematics. For example, the recommendation for a common shared pathway in high school mathematics must take into consideration what must happen in early childhood, elementary, and middle school mathematics for a common shared pathway to become a reality in high school mathematics.Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations recognizes that the needs of young adolescents are different from elementary and high school–age students and that policies, practices, and issues must consider the unique needs of this student group. Students undergo significant developmental changes from elementary school to middle school. These changes contribute to how they see and understand the world as well as how they see and understand their place in the world. Critical conversations that middle school teachers need to initiate should center on the following serious challenges:Broadening the purpose of school mathematics’ focus to include the development of positive mathematical identities so that students can make purposeful decisions about their future endeavorsDismantling structural obstacles that stand in the way of mathematics working for each and every studentImplementing equitable instructional practices to cultivate students’ positive mathematical identities and strong sense of agencyOrganizing middle school mathematics along a common shared pathway grounded in the use of mathematical practices and processes to coherently develop deep mathematical understandingRead Catalyzing Change in Middle School Mathematics and find out why the status quo is unacceptable, what actions you can take to change it, and how to make a difference! Be a part of the bright future of mathematics teaching and learning.