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Author: Mark J. Driscoll
Publisher: Heinemann Educational Books
ISBN: 9780325004211
Category : Education
Languages : en
Pages : 144
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Book Description
Participants will find in this module more written student work to analyze, but the focus, instead, is on patterns of thinking across a class of students.
Author: Mark J. Driscoll
Publisher: Heinemann Educational Books
ISBN: 9780325004211
Category : Education
Languages : en
Pages : 144
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Book Description
Participants will find in this module more written student work to analyze, but the focus, instead, is on patterns of thinking across a class of students.
Author: Mark J. Driscoll
Publisher: Heinemann Educational Books
ISBN: 9780325028651
Category : Education
Languages : en
Pages :
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Book Description
This set of professional development materials helps teachers identify, describe, and foster algebraic thinking in their students. The toolkit features classroom video, four complete modules containing notes for facilitators, and reproducibles for workshop participants. Each module concentrates on a different kind of classroom evidence to share and analyze with colleagues: Analyzing Written Student Work Asking Questions of Students Documenting Patterns of Student Thinking Listening to Students
Author: Judith Zawojewski
Publisher: Heinemann Educational Books
ISBN: 9780325004228
Category : Education
Languages : en
Pages : 158
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Book Description
Together with the accompanying video, this module offers a change both in the type of student data considered--from written to real time--and in the emphasis of the module--from understanding to fostering student thinking.
Author: Mark J. Driscoll
Publisher: Heinemann Educational Books
ISBN: 9780325004198
Category : Education
Languages : en
Pages : 284
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Book Description
Part of the Fostering Algebraic Thinking series, this module gives participants an opportunity to analyze students' written work for evidence of algebraic thinking.
Author: Mark J. Driscoll
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages :
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Book Description
Author: Mark J. Driscoll
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 176
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Book Description
Fostering Algebraic Thinking is a timely and welcome resource for middle and high school teachers hoping to ease their students' transition to algebra.
Author: Steve Rhine
Publisher: IAP
ISBN: 1641134135
Category : Education
Languages : en
Pages : 351
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Book Description
Algebra is the gateway to college and careers, yet it functions as the eye of the needle because of low pass rates for the middle school/high school course and students’ struggles to understand. We have forty years of research that discusses the ways students think and their cognitive challenges as they engage with algebra. This book is a response to the National Council of Teachers of Mathematics’ (NCTM) call to better link research and practice by capturing what we have learned about students’ algebraic thinking in a way that is usable by teachers as they prepare lessons or reflect on their experiences in the classroom. Through a Fund for the Improvement of Post-Secondary Education (FIPSE) grant, 17 teachers and mathematics educators read through the past 40 years of research on students’ algebraic thinking to capture what might be useful information for teachers to know—over 1000 articles altogether. The resulting five domains addressed in the book (Variables & Expressions, Algebraic Relations, Analysis of Change, Patterns & Functions, and Modeling & Word Problems) are closely tied to CCSS topics. Over time, veteran math teachers develop extensive knowledge of how students engage with algebraic concepts—their misconceptions, ways of thinking, and when and how they are challenged to understand—and use that knowledge to anticipate students’ struggles with particular lessons and plan accordingly. Veteran teachers learn to evaluate whether an incorrect response is a simple error or the symptom of a faulty or naïve understanding of a concept. Novice teachers, on the other hand, lack the experience to anticipate important moments in the learning of their students. They often struggle to make sense of what students say in the classroom and determine whether the response is useful or can further discussion (Leatham, Stockero, Peterson, & Van Zoest 2011; Peterson & Leatham, 2009). The purpose of this book is to accelerate early career teachers’ “experience” with how students think when doing algebra in middle or high school as well as to supplement veteran teachers’ knowledge of content and students. The research that this book is based upon can provide teachers with insight into the nature of a student’s struggles with particular algebraic ideas—to help teachers identify patterns that imply underlying thinking. Our book, How Students Think When Doing Algebra, is not intended to be a “how to” book for teachers. Instead, it is intended to orient new teachers to the ways students think and be a book that teachers at all points in their career continually pull of the shelf when they wonder, “how might my students struggle with this algebraic concept I am about to teach?” The primary audience for this book is early career mathematics teachers who don’t have extensive experience working with students engaged in mathematics. However, the book can also be useful to veteran teachers to supplement their knowledge and is an ideal resource for mathematics educators who are preparing preservice teachers.
Author:
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 163
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Book Description
Author: Ann Lawrence
Publisher: Math Solutions
ISBN: 0941355497
Category : Education
Languages : en
Pages : 278
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Book Description
These lessons show how to maximize instruction that prepares students for formal algebra. Through a series of investigations, students build their proficiency with key algebraic concepts. Connections between arithmetic and algebra are made through the use of drawings, tables, graphs, words, and symbols. Lessons include a technology component with suggestions for teaching with graphing calculators.
Author: TERC (Firm)
Publisher:
ISBN: 9781559537230
Category : Algebra
Languages : en
Pages : 292
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Book Description
