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Teaching Student-Centered Mathematics John Van de Walle

Teaching Student-Centered Mathematics By John Van de Walle

Teaching Student-Centered Mathematics by John Van de Walle

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Teaching Student-Centered Mathematics Summary

Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume II), with Enhanced Pearson eText - Access Card Package by John Van de Walle

NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. This package includes the Enhanced Pearson eText and the bound book version. Helping students make connections between mathematics and their worlds-and helping them feel empowered to use math in their lives-is 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 NCTM's 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. Improve mastery and retention with the Enhanced Pearson eText The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad (R) and Android (R) tablet.* Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7 or 10 tablet, or iPad iOS 5.0 or later. 0134081412 / 9780134081410 Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5, Enhanced Pearson eText -- Access Card Package, 3/e Package consists of: 0134556402 / 9780134556406 Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5, Enhanced Pearson eText -- Access Card 0134556429 / 9780134556420 Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5

About John Van de Walle

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 studentcentered math lessons. He coauthored the Scott ForesmanAddison 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. Karen S. Karp is at the School of Education at Johns Hopkins University-Baltimore, MD. 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. LouAnn H. Lovin is a professor of mathematics education at James Madison University (Virginia). She coauthored the first edition of the Teaching StudentCentered Mathematics Professional Development Series with John A. Van de Walle as well as Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners, 2nd Edition 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 studentcentered approach to teaching mathematics. She has published articles in Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Teaching Exceptional Children 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. Jennifer M. Bay-Williams is a professor of mathematics education at the University of Louisville (Kentucky). Jennifer has published many articles on teaching and learning in NCTM journals. She has also coauthored numerous books, including 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; Math and Nonfiction: Grades 6-8; and Navigating through Connections in Grades 6-8. 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. Jennifer served as member of Board of Directors for TODOS: Equity for All, as president of AMTE, and as editor for the 2012 NCTM Yearbook.

Table of Contents

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 Students 6. Teaching and Assessing Students with Exceptionalities 7. Collaborating with Families and Other Stakeholders Part 2: Teaching Student-Centered Mathematics 8. Exploring Number and Operation Sense 9. Developing Basic Fact Fluency 10. Developing Whole-Number Place-Value Concepts 11. Building Strategies for Whole-Number Computation 12. Exploring Fraction Concepts 13. Building Strategies for Fraction Computation 14. Developing Decimal and Percent Concepts and Decimal Computation 15. Promoting Algebraic Thinking 16. Building Measurement Concepts 17. Developing Geometric Thinking and Concepts 18. Representing and Interpreting Data Appendix ACommon Core State Standards: Standards for Mathematical Practice Appendix BCommon Core State Standards: Grades 3-5 Critical Content Areas and Overviews Appendix C Mathematics Teaching Practices: NCTM Principles to Action (2014) Appendix D Activities at a Glance: Volume II Appendix E Guide to Blackline Masters References Index 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 Students Learn? Teaching for Understanding The Importance of Students' Ideas 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 Observations Questions Interviews Tasks Students' Self-Assessment and Reflection Rubrics and Their Uses 4. Differentiating Instruction Differentiation and Teaching Mathematics through Problem Solving The Nuts and Bolts of Differentiating Instruction Differentiated Tasks for Whole-Class Instruction Tiered Lessons Flexible Grouping 5. Teaching Culturally and Linguistically Diverse Students Culturally and Linguistically Diverse Students Culturally Responsive Mathematics Instruction Teaching Strategies That Support Culturally and Linguistically Diverse Students Assessment Considerations for ELLs 6. Planning, Teaching, and Assessing Students with Exceptionalities Instructional Principles for Diverse Learners Implementing Interventions Teaching and Assessing Students with Learning Disabilities Adapting for Students with Moderate/Severe Disabilities Planning for Students Who Are Mathematically Gifted 7. Collaborating with Families and Other Stakeholders Sharing the Message with Stakeholders Administrator Engagement and Support Family Engagement Homework Practices and Parent Coaching Part 2: Teaching Student-Centered Mathematics 8. Exploring Number and Operation Sense Developing Addition and Subtraction Operation Sense Developing Multiplication and Division Operation Sense Multiplication and Division Problem Structures Teaching Multiplication and Division Properties of Multiplication and Division Strategies for Solving Contextual Problems Multistep Word Problems 9. Developing Basic Fact Fluency Developmental Phases for Learning the Basic Fact Combinations Teaching and Assessing the Basic Fact Combinations Reasoning Strategies for Addition Facts Reasoning Strategies for Subtraction Facts Reasoning Strategies for Multiplication and Division Facts Reinforcing Basic Fact Mastery 10. Developing Whole-Number Place-Value Concepts Extending Number Relationships to Larger Numbers Important Place-Value Concepts Extending Base-Ten Concepts Oral and Written Names for Numbers Patterns and Relationships with Multidigit Numbers Numbers beyond 1000 11. Building Strategies for Whole-Number Computation Toward Computational Fluency Development of Invented Strategies in Addition and Subtraction Standard Algorithms for Addition and Subtraction Invented Strategies for Multiplication Standard Algorithms for Multiplication Invented Strategies for Division Standard Algorithms for Division Computational Estimation 12. Exploring Fraction Concepts Meanings of Fractions Models for Fractions Fractional Parts of a Whole Equivalent Fractions Comparing Fractions Teaching Considerations for Fraction Concepts 13. Building Strategies for Fraction Computation Understanding Fraction Operations Addition and Subtraction Multiplication Division 14. Developing Decimal and Percent Concepts and Decimal Computation Developing Concepts of Decimals Connecting Fractions and Decimals Developing Decimal Number Sense Computation with Decimals Introducing Percents 15. Promoting Algebraic Thinking Strands of Algebraic Thinking Generalized Arithmetic Meaningful Use of Symbols Making Structure in the Number System Explicit Patterns and Functional Thinking 16. Building Measurement Concepts The Meaning and Process of Measuring The Role of Estimation and Approximation Length Area Volume Weight and Mass Angles Time Money 17. Developing Geometric Thinking and Concepts Geometry Goals for Your Students Developing Geometric Thinking Shapes and Properties Learning about Transformations Learning about Location Learning about Visualizations 18. Representing and Interpreting Data What Does It Mean to Do Statistics? Formulating Questions Data Collection Data Analysis: Classification Data Analysis: Graphical Representations Interpreting Results Appendix ACommon Core State Standards: Standards for Mathematical Practice Appendix BCommon Core State Standards: Grades 3-5 Critical Content Areas and Overviews Appendix C Mathematics Teaching Practices: NCTM Principles to Action (2014) Appendix D Activities at a Glance: Volume II Appendix E Guide to Blackline Masters References Index

Additional information

CIN0134081412VG
9780134081410
0134081412
Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume II), with Enhanced Pearson eText - Access Card Package by John Van de Walle
John Van de Walle
Teaching Student-Centered Mathematics Series
Used - Very Good
Hardback
Pearson Education (US)
2016-05-31
464
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
This is a used book - there is no escaping the fact it has been read by someone else and it will show signs of wear and previous use. Overall we expect it to be in very good condition, but if you are not entirely satisfied please get in touch with us

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