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Author: Susan Jo Russell
Publisher: Corwin Press
ISBN: 1071969048
Category : Education
Languages : en
Pages : 257
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Book Description
Creating mathematical community in elementary classrooms to support equitable engagement in deep mathematical content What does a mathematical community look like in an elementary classroom? How do teachers engage young mathematicians in deep and challenging mathematical content? How do we ensure that every student contributes their voice to this community? Interweaving Equitable Participation and Deep Mathematics: Building Community in the Elementary Classroom focuses on a dual commitment: to teaching deep and challenging mathematics and to equitable participation for all students in the classroom community. With practical strategies and real-life examples, Susan Jo Russell and Deborah Schifter offer a design for building community organized around four key aspects: every voice matters; collaboration supports student agency; student-created representations offer anchors, openings, and depth; and students become initiators and advocates for their own learning. Each chapter examines how teachers implement these ideas through video examples from six public elementary-school classrooms. A powerful resource for any educator interested in a mathematics education that fosters a true sense of community, this book Provides a window into a learning community of educators applying their understanding of mathematics to develop a teaching practice that fosters students’ curiosity, meaning-making, and mathematical agency Presents vivid examples of teachers and students in diverse classrooms engaged in rich mathematical tasks and deep collaborative conversations, inviting readers to reflect on their practices and students′ learning Engages readers in math investigations to help them understand student thinking, provides reflection questions about the classroom video, and offers suggestions for taking next steps in one′s own practice Includes commentaries on the videos by a group of "critical friends"—educators with deep experience in mathematics and equity—and by the teachers of the classrooms in the videos Offers free online tools for professional development and book study groups, including a Facilitator’s Guide and a Notes Organizer, and suggests resources for continued learning. This book is a must-read for anyone passionate about creating positive change in the mathematics education system and ensuring that every student has the opportunity to thrive in their mathematical journey.
Author: Susan Jo Russell
Publisher: Corwin Press
ISBN: 1071969048
Category : Education
Languages : en
Pages : 257
Get Book Here
Book Description
Creating mathematical community in elementary classrooms to support equitable engagement in deep mathematical content What does a mathematical community look like in an elementary classroom? How do teachers engage young mathematicians in deep and challenging mathematical content? How do we ensure that every student contributes their voice to this community? Interweaving Equitable Participation and Deep Mathematics: Building Community in the Elementary Classroom focuses on a dual commitment: to teaching deep and challenging mathematics and to equitable participation for all students in the classroom community. With practical strategies and real-life examples, Susan Jo Russell and Deborah Schifter offer a design for building community organized around four key aspects: every voice matters; collaboration supports student agency; student-created representations offer anchors, openings, and depth; and students become initiators and advocates for their own learning. Each chapter examines how teachers implement these ideas through video examples from six public elementary-school classrooms. A powerful resource for any educator interested in a mathematics education that fosters a true sense of community, this book Provides a window into a learning community of educators applying their understanding of mathematics to develop a teaching practice that fosters students’ curiosity, meaning-making, and mathematical agency Presents vivid examples of teachers and students in diverse classrooms engaged in rich mathematical tasks and deep collaborative conversations, inviting readers to reflect on their practices and students′ learning Engages readers in math investigations to help them understand student thinking, provides reflection questions about the classroom video, and offers suggestions for taking next steps in one′s own practice Includes commentaries on the videos by a group of "critical friends"—educators with deep experience in mathematics and equity—and by the teachers of the classrooms in the videos Offers free online tools for professional development and book study groups, including a Facilitator’s Guide and a Notes Organizer, and suggests resources for continued learning. This book is a must-read for anyone passionate about creating positive change in the mathematics education system and ensuring that every student has the opportunity to thrive in their mathematical journey.
Author: Susan Jo Russell
Publisher: Corwin Press
ISBN: 1071969013
Category : Education
Languages : en
Pages : 217
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Book Description
Creating mathematical community in elementary classrooms to support equitable engagement in deep mathematical content What does a mathematical community look like in an elementary classroom? How do teachers engage young mathematicians in deep and challenging mathematical content? How do we ensure that every student contributes their voice to this community? Interweaving Equitable Participation and Deep Mathematics: Building Community in the Elementary Classroom focuses on a dual commitment: to teaching deep and challenging mathematics and to equitable participation for all students in the classroom community. With practical strategies and real-life examples, Susan Jo Russell and Deborah Schifter offer a design for building community organized around four key aspects: every voice matters; collaboration supports student agency; student-created representations offer anchors, openings, and depth; and students become initiators and advocates for their own learning. Each chapter examines how teachers implement these ideas through video examples from six public elementary-school classrooms. A powerful resource for any educator interested in a mathematics education that fosters a true sense of community, this book Provides a window into a learning community of educators applying their understanding of mathematics to develop a teaching practice that fosters students’ curiosity, meaning-making, and mathematical agency Presents vivid examples of teachers and students in diverse classrooms engaged in rich mathematical tasks and deep collaborative conversations, inviting readers to reflect on their practices and students′ learning Engages readers in math investigations to help them understand student thinking, provides reflection questions about the classroom video, and offers suggestions for taking next steps in one′s own practice Includes commentaries on the videos by a group of "critical friends"—educators with deep experience in mathematics and equity—and by the teachers of the classrooms in the videos Offers free online tools for professional development and book study groups, including a Facilitator’s Guide and a Notes Organizer, and suggests resources for continued learning. This book is a must-read for anyone passionate about creating positive change in the mathematics education system and ensuring that every student has the opportunity to thrive in their mathematical journey.
Author: Celia Hoyles
Publisher: Springer Science & Business Media
ISBN: 1441901469
Category : Education
Languages : en
Pages : 489
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Book Description
Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence. Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.
Author: Susan Jo Russell
Publisher: Heinemann Educational Books
ISBN: 9780325041919
Category : Education
Languages : en
Pages : 0
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Book Description
"To truly engage in mathematics is to become curious and intrigued about regularities and patterns, then describe and explain them. A focus on the behavior of the operations allows students starting in the familiar territory of number and computation to progress to true engagement in the discipline of mathematics." -Susan Jo Russell, Deborah Schifter, and Virginia Bastable Algebra readiness: it's a topic of concern that seems to pervade every school district. How can we better prepare elementary students for algebra? More importantly, how can we help all children, not just those who excel in math, become ready for later instruction? The answer lies not in additional content, but in developing a way of thinking about the mathematics that underlies both arithmetic and algebra. Connecting Arithmetic to Algebra invites readers to learn about a crucial component of algebraic thinking: investigating the behavior of the operations. Nationally-known math educators Susan Jo Russell, Deborah Schifter, and Virginia Bastable and a group of collaborating teachers describe how elementary teachers can shape their instruction so that students learn to: *notice and describe consistencies across problems *articulate generalizations about the behavior of the operations *develop mathematical arguments based on representations to explain why such generalizations are or are not true. Through such work, students become familiar with properties and general rules that underlie computational strategies-including those that form the basis of strategies used in algebra-strengthening their understanding of grade-level content and at the same time preparing them for future studies. Each chapter is illustrated by lively episodes drawn from the classrooms of collaborating teachers in a wide range of settings. These provide examples of posing problems, engaging students in productive discussion, using representations to develop mathematical arguments, and supporting both students with a wide range of learning profiles. Staff Developers: Available online, the Course Facilitator's Guide provides math leaders with tools and resources for implementing a Connecting Arithmetic to Algebra workshop or preservice course. For information on the PD course offered through Mount Holyoke College, download the flyer.
Author: John Dewey
Publisher: Createspace Independent Publishing Platform
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 456
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Book Description
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.
Author: Bindu Elizabeth Pothen
Publisher: Stanford University
ISBN:
Category :
Languages : en
Pages : 253
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Book Description
Understanding the knowledge that teachers must bring to their classrooms is critical to the advancement of the field of teacher education. Understanding how teacher knowledge impacts various aspects of teacher practice is also critical. Understanding the interplay between teacher knowledge and practice, and consequently the result that this relationship has on student learning is most important. This dissertation attempts to advance our collective understanding of the complex relationship between teacher knowledge, teacher practice, and student learning in the field of elementary mathematics. Four third-grade teachers were followed as they taught a subset of lessons in a unit on fractions. The study first investigates the types of knowledge that the teachers brought to their classrooms. Then, an examination is conducted of the way in which these types of knowledge impacted their teaching practice. Finally, the student learning that resulted over the course of these lessons is discussed. This study supports the widespread belief that teacher knowledge is important to instruction. The descriptions of the case study teachers highlight that their varying levels of knowledge resulted in unique aspects of practice being emphasized in their classrooms. This dissertation documents the differences in teaching practice and the trade-offs that produce differences in student learning. Interesting student learning patterns emerged, based on qualitative student interviews. Medium students from classrooms in which teachers focused for more sustained periods on mathematical concepts seemed to demonstrate greater procedural fluency and deeper conceptual understanding than their peers in the other classrooms. Low students in classrooms where fluency was the focus seemed to show slightly greater procedural fluency, though less conceptual understanding, than their peers in the classrooms that spent more time on concepts. High students showed no appreciable difference across all classrooms. This study adds to the field by introducing a new construct, the conceptual threshold, to offer an explanation of these student learning trends.
Author: Peter Liljedahl
Publisher: Corwin Press
ISBN: 1071862928
Category : Education
Languages : en
Pages : 123
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Book Description
This supplement explains how the practices outlined in the book "Building Thinking Classrooms in Mathematics" work in a classroom with social distancing or in settings that are not always face-to-face. It walks teachers through how to adapt the 14 practices for 12 distinct settings, some of which came about as a result of the COVID-19 pandemic. Includes updated toolkits and a recommended order for the implementation of the practices for each of the settings.
Author: Jennifer M. Bay-Williams
Publisher: Corwin
ISBN: 1071818430
Category : Education
Languages : en
Pages : 265
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Book Description
Because fluency practice is not a worksheet. Fluency in mathematics is more than adeptly using basic facts or implementing algorithms. Real fluency involves reasoning and creativity, and it varies by the situation at hand. Figuring Out Fluency in Mathematics Teaching and Learning offers educators the inspiration to develop a deeper understanding of procedural fluency, along with a plethora of pragmatic tools for shifting classrooms toward a fluency approach. In a friendly and accessible style, this hands-on guide empowers educators to support students in acquiring the repertoire of reasoning strategies necessary to becoming versatile and nimble mathematical thinkers. It includes: "Seven Significant Strategies" to teach to students as they work toward procedural fluency. Activities, fluency routines, and games that encourage learning the efficiency, flexibility, and accuracy essential to real fluency. Reflection questions, connections to mathematical standards, and techniques for assessing all components of fluency. Suggestions for engaging families in understanding and supporting fluency. Fluency is more than a toolbox of strategies to choose from; it’s also a matter of equity and access for all learners. Give your students the knowledge and power to become confident mathematical thinkers.
Author: Roland G. Tharp
Publisher: Cambridge University Press
ISBN: 9780521406031
Category : Education
Languages : en
Pages : 344
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Book Description
Addressing widespread discontent with contemporary schooling, Roland Tharp and Ronald Gallimore develop a unified theory of education and offer a prescription: the reconstitution of schools as 'educating societies'. Drawing on studies from the family nursery through the university seminar, and on their own successful experiences with thousands of students over two decades, their theory is firmly based in a culture-sensitive devellopmental psychology but seeks to integrate all the recent work in the Vygotskian tradition with basic concepts in cognitive science, anthropology, and sociolinguistics. One of the authors' primary resources is the Kamehameha Elementary Education Program (KEEP), generally regarded as the world's outstanding research and development program for elementary schooling.
Author: Glenda Anthony
Publisher:
ISBN: 9780790326245
Category : Mathematics
Languages : en
Pages : 108
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Book Description
