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Author: Kenneth Ownsworth May
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 40
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Book Description
Author: Kenneth Ownsworth May
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 40
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Book Description
Author: United States. Office of Education
Publisher:
ISBN:
Category : Programmed instruction
Languages : en
Pages : 24
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Book Description
Author: Thomas D. Steele
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 68
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Book Description
Author: Dennis Reginald Griffiths
Publisher:
ISBN:
Category :
Languages : en
Pages : 278
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Book Description
Author: Beth McCord Kobett
Publisher: Corwin Press
ISBN: 1544374925
Category : Education
Languages : en
Pages : 189
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Book Description
"This book is a game changer! Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K- 6 goes beyond simply providing information by sharing a pathway for changing practice. . . Focusing on our students’ strengths should be routine and can be lost in the day-to-day teaching demands. A teacher using these approaches can change the trajectory of students’ lives forever. All teachers need this resource! Connie S. Schrock Emporia State University National Council of Supervisors of Mathematics President, 2017-2019 NEW COVID RESOURCES ADDED: A Parent’s Toolkit to Strengths-Based Learning in Math is now available on the book’s companion website to support families engaged in math learning at home. This toolkit provides a variety of home-based activities and games for families to engage in together. Your game plan for unlocking mathematics by focusing on students’ strengths. We often evaluate student thinking and their work from a deficit point of view, particularly in mathematics, where many teachers have been taught that their role is to diagnose and eradicate students’ misconceptions. But what if instead of focusing on what students don’t know or haven’t mastered, we identify their mathematical strengths and build next instructional steps on students’ points of power? Beth McCord Kobett and Karen S. Karp answer this question and others by highlighting five key teaching turnarounds for improving students’ mathematics learning: identify teaching strengths, discover and leverage students’ strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community and at home. Each chapter provides opportunities to stop and consider current practice, reflect, and transfer practice while also sharing · Downloadable resources, activities, and tools · Examples of student work within Grades K–6 · Real teachers’ notes and reflections for discussion It’s time to turn around our approach to mathematics instruction, end deficit thinking, and nurture each student’s mathematical strengths by emphasizing what makes them each unique and powerful.
Author: John Leedham
Publisher:
ISBN:
Category : Programmed instruction
Languages : en
Pages : 178
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Book Description
Author: Anthony Orton
Publisher: A&C Black
ISBN: 1441140018
Category : Education
Languages : en
Pages : 241
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Book Description
• Why do some students achieve more than others? • Do we have to wait until pupils are "ready"? • Can children discover math for themselves? • Does language interfere with the learning of math? This classic text, written from the viewpoint of the math teacher, provides answers to these and many more questions. Each chapter explores a particular issue that illustrates the interaction between theory and practice. New chapters have been included on cognition, pattern, and ICT.
Author: Kenneth Austwick
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Julia Aguirre
Publisher:
ISBN: 9780873536899
Category : Educational equalization
Languages : en
Pages : 126
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Book Description
Each teacher and student brings many identities to the classroom. What is their impact on the student’s learning and the teacher’s teaching of mathematics? This book invites K–8 teachers to reflect on their own and their students’ multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students. Reflecting on identity and re-envisioning learning and teaching through this lens especially benefits students who have been marginalized by race, class, ethnicity, or gender. The authors encourage teachers to reframe instruction by using five equity-based mathematics teaching practices: Going deep with mathematics; leveraging multiple mathematical competencies; affirming mathematics learners’ identities; challenging spaces of marginality; and drawing on multiple resources of knowledge. Special features of the book: Classroom vignettes, lessons, and assessments showing equity-based practices Tools for teachers’ self-reflection and professional development, including a mathematics learning autobiography and teacher identity activity at nctm.org/more4u Suggestions for partnering with parents and community organisations End-of-chapter discussion questions
Author: Ángel Gutiérrez
Publisher: Springer
ISBN: 9463005617
Category : Education
Languages : en
Pages : 571
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Book Description
Since its establishment in 1976, PME (The International Group for the Psychology of Mathematics Education) is serving as a much sought after venue for scientific debate among those at the cutting edge of the field, as well as an engine for the development of research in mathematics education. A wide range of research activities conducted over the last ten years by PME members and their colleagues are documented and critically reviewed in this handbook, released to celebrate the Group’s 40 year anniversary milestone. The book is divided into four main sections: Cognitive aspects of learning and teaching content areas; Cognitive aspects of learning and teaching transverse areas; Social aspects of learning and teaching mathematics; and Professional aspects of teaching mathematics. The selection for each chapter of a team of at least two authors, mostly located in different parts of the world, ensured effective coverage of each field. High quality was further enhanced by the scrupulous review of early chapter drafts by two leaders in the relevant field. The resulting volume with its compilation of the most relevant aspects of research in the field, and its emphasis on trends and future developments, will be a rich and welcome resource for both mature and emerging researchers in mathematics education.
