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Author: Eric Gutstein
Publisher: Rethinking Schools
ISBN: 0942961544
Category : Mathematics
Languages : en
Pages : 192
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Book Description
In this unique collection, more than 30 articles show how to weave social justice issues throughout the mathematics curriculum, as well as how to integrate mathematics into other curricular areas. Rethinking Mathematics offers teaching ideas, lesson plans, and reflections by practitioners and mathematics educators. This is real-world math-math that helps students analyze problems as they gain essential academic skills. This book offers hope and guidance for teachers to enliven and strengthen their math teaching. It will deepen students' understanding of society and help prepare them to be critical, active participants in a democracy. Blending theory and practice, this is the only resource of its kind.
Author: Eric Gutstein
Publisher: Rethinking Schools
ISBN: 0942961544
Category : Mathematics
Languages : en
Pages : 192
Get Book Here
Book Description
In this unique collection, more than 30 articles show how to weave social justice issues throughout the mathematics curriculum, as well as how to integrate mathematics into other curricular areas. Rethinking Mathematics offers teaching ideas, lesson plans, and reflections by practitioners and mathematics educators. This is real-world math-math that helps students analyze problems as they gain essential academic skills. This book offers hope and guidance for teachers to enliven and strengthen their math teaching. It will deepen students' understanding of society and help prepare them to be critical, active participants in a democracy. Blending theory and practice, this is the only resource of its kind.
Author: Angela O'Dell
Publisher:
ISBN: 9780890519240
Category :
Languages : en
Pages :
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Book Description
Level 2, Grade 2: Scope and sequence includes subtraction, writing numbers to 100, introducing word problems and measurement, and dollars and cents.
Author: John H. Saxon
Publisher:
ISBN: 9780939798377
Category : Algebra
Languages : en
Pages : 0
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Book Description
Author: Kathryn B. Chval
Publisher: Corwin Press
ISBN: 1071810839
Category : Education
Languages : en
Pages : 317
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Book Description
Using strengths-based approaches to support development in mathematics It’s time to re-imagine what’s possible and celebrate the brilliance multilingual learners bring to today’s classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners—historically called English Language Learners—are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor. Based on best practices and the authors’ years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find: • A focus on multilingual students as leaders • A strength-based approach that draws on students’ life experiences and cultural backgrounds • An emphasis on maintaining high expectations for learners’ capacity for mastering rigorous content • Strategies for representing concepts in different formats • Stop and Think questions throughout and reflection questions at the end of each chapter • Try It! Implementation activities, student work examples, and classroom transcripts With case studies and activities that provide a solid foundation for teachers’ growth and exploration, this groundbreaking book will help teachers and teacher educators engage in meaningful, humanized mathematics instruction.
Author: Frank K. Lester
Publisher: IAP
ISBN: 160752709X
Category : Education
Languages : en
Pages : 1380
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Book Description
The audience remains much the same as for the 1992 Handbook, namely, mathematics education researchers and other scholars conducting work in mathematics education. This group includes college and university faculty, graduate students, investigators in research and development centers, and staff members at federal, state, and local agencies that conduct and use research within the discipline of mathematics. The intent of the authors of this volume is to provide useful perspectives as well as pertinent information for conducting investigations that are informed by previous work. The Handbook should also be a useful textbook for graduate research seminars. In addition to the audience mentioned above, the present Handbook contains chapters that should be relevant to four other groups: teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. Taken as a whole, the chapters reflects the mathematics education research community's willingness to accept the challenge of helping the public understand what mathematics education research is all about and what the relevance of their research fi ndings might be for those outside their immediate community.
Author: Henry Nathan Wheeler
Publisher:
ISBN: 9781297114946
Category :
Languages : en
Pages : 290
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Book Description
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Author: Timothy D. Kanold
Publisher:
ISBN: 9781958590669
Category : Mathematics
Languages : en
Pages : 0
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Book Description
"Mathematics Instruction and Tasks in a PLC at Work®, Second Edition by Mona Toncheff, Timothy D. Kanold, Sarah Schuhl, Bill Barnes, Jennifer Deinhart, Jessica Kanold-McIntyre, and Matthew R. Larson provides guidance for K-12 teachers to reflect on current lesson-design practices, compare those practices against high-quality standards of mathematics lesson design, and develop and use effective lessons that engage students within the mathematics classroom. Part of the Every Student Can Learn Mathematics series, it offers a comprehensive professional learning community (PLC) approach to sustaining deep change in mathematics achievement. The PLC at Work process is one of the best models that schools or districts can use to build a more equitable learning experience for students. Using the four critical questions of a PLC, teams will provide every mathematics student with common learning experiences, opportunities for sustained perseverance, and robust formative feedback. In this second edition, teachers will access new and updated tools to maximize their lesson-planning strategies in mathematics within the PLC framework"--
Author: Henry Nathan Wheeler
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 314
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Book Description
Author: Richard W. Fisher
Publisher:
ISBN: 9780966621112
Category : Activity programs in education
Languages : en
Pages : 0
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Book Description
Provides structure and guidance to the teacher by means of speed drills, review exercises, teacher tips, word problems and new material for each day.
Author: Jessica Shumway
Publisher: Taylor & Francis
ISBN: 1003839789
Category : Education
Languages : en
Pages : 193
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Book Description
In this groundbreaking and highly practical book,Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3, author Jessica Shumway proposes that all children have innate number sense which can be developed through daily exercise. Shumway createda series of math routines designed to help young students strengthen and build their facility with numbers. These quick 5, 10, or 15 minute exercises are easy to implement as an add-on to any elementary math curriculum. Understanding Number Sense: Students with strong number sense understand numbers, how to subitize, relationships among numbers, and number systems. They make reasonable estimates, compute fluently, use reasoning strategies, and use visual models to solve problems. Number Sense Routines supports the early learner by instilling the importance of daily warm-ups and explains how they benefit developing math minds for long-term learning. Real Classroom Examples: Shumway compiled her classroom observations from around the country. She includes conversations among students who practice number sense routines to illustrate them in action, how children's number sense develops with daily use, and math strategies students learn as they develop their numerical literacy through self-paced practice. Assessment Strategies: Number Sense Routines demonstrates the importance of listening to your students and knowing what to look for. Teachers will gain a deeper understanding of the underlying math skills and strategies students learn as they develop numerical literacy. Shumway writes, As you read, you will step into various classrooms and listen in on students' conversations, which I hope will give you insight into the power of number sense routines and the impact they have on students' number sense development. My hope is that going into the classroom, into students' conversations, and into their thought processes, you will come away with new ideas and tools to use in your own classroom.
