Visible Learning for Mathematics, Grades K-12 PDF Download
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Author: John Hattie
Publisher: Corwin Press
ISBN: 1506362958
Category : Education
Languages : en
Pages : 209
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Book Description
Selected as the Michigan Council of Teachers of Mathematics winter book club book! Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
Author: John Hattie
Publisher: Corwin Press
ISBN: 1506362958
Category : Education
Languages : en
Pages : 209
Get Book Here
Book Description
Selected as the Michigan Council of Teachers of Mathematics winter book club book! Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
Author: Robert Q. Berry III
Publisher: Corwin Press
ISBN: 1071806467
Category : Education
Languages : en
Pages : 328
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Book Description
Empower students to be the change—join the teaching mathematics for social justice movement! We live in an era in which students have —through various media and their lived experiences— a more visceral experience of social, economic, and environmental injustices. However, when people think of social justice, mathematics is rarely the first thing that comes to mind. Through model lessons developed by over 30 diverse contributors, this book brings seemingly abstract high school mathematics content to life by connecting it to the issues students see and want to change in the world. Along with expert guidance from the lead authors, the lessons in this book explain how to teach mathematics for self- and community-empowerment. It walks teachers step-by-step through the process of using mathematics—across all high school content domains—as a tool to explore, understand, and respond to issues of social injustice including: environmental injustice; wealth inequality; food insecurity; and gender, LGBTQ, and racial discrimination. This book features: Content cross-referenced by mathematical concept and social issues Downloadable instructional materials for student use User-friendly and logical interior design for daily use Guidance for designing and implementing social justice lessons driven by your own students’ unique passions and challenges Timelier than ever, teaching mathematics through the lens of social justice will connect content to students’ daily lives, fortify their mathematical understanding, and expose them to issues that will make them responsive citizens and leaders in the future.
Author: Sung Je Cho
Publisher: Springer
ISBN: 3319126881
Category : Education
Languages : en
Pages : 617
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Book Description
This book comprises the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 3500 experts from 92 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. This work aims to serve as a platform for deeper, more sensitive and more collaborative involvement of all major contributors towards educational improvement and in research on the nature of teaching and learning in mathematics education. It introduces the major activities of ICME-12 which have successfully contributed to the sustainable development of mathematics education across the world. The program provides food for thought and inspiration for practice for everyone with an interest in mathematics education and makes an essential reference for teacher educators, curriculum developers and researchers in mathematics education. The work includes the texts of the four plenary lectures and three plenary panels and reports of three survey groups, five National presentations, the abstracts of fifty one Regular lectures, reports of thirty seven Topic Study Groups and seventeen Discussion Groups.
Author: Holbrook Lynedon Horton
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 750
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Book Description
The fourth edition retains the original purpose which has made this book such a large success through every one of its previous editions: to effectively help its readers solve a wide array of mathematical problems specifically related to mechanical work. Aside from its unique compilation of mathematical problems, this book is renowned for its ability to duplicate, as far as possible, personal instruction. Its usefulness as a self-learning guide for the mathematics of mechanical problems is therefore unexcelled. Distinctive Features -The entire text has been carefully reviewed and edited where necessary for greater clarity and accuracy. -Includes new problem materials. -At the request of many users, it now includes trigonometric and common logarithm tables.
Author: Erna Yackel
Publisher: Springer Science & Business Media
ISBN: 9048197295
Category : Education
Languages : en
Pages : 255
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Book Description
Our objective is to publish a book that lays out the theoretical constructs and research methodologies within mathematics education that have been developed by Paul Cobb and explains the process of their development. We propose to do so by including papers in which Cobb introduced new theoretical perspectives and methodologies into the literature, each preceded by a substantive accompanying introductory paper that explains the motivation/rationale for developing the new perspectives and/or methodologies and the processes through which they were developed, and Cobb’s own retrospective comments. In this way the book provides the reader with heretofore unpublished material that lays out in considerable detail the issues and problems that Cobb has confronted in his work, that, from his viewpoint, required theoretical and methodological shifts/advances and provides insight into how he has achieved the shifts/advances. The result will be a volume that, in addition to explaining Cobb’s contributions to the field of mathematics education, also provides the reader with insight into what is involved in developing an aggressive and evolving research program. When Cobb confronts problems and issues in his work that cannot be addressed using his existing theories and frameworks, he looks to other fields for theoretical inspiration. A critical feature of Cobb’s work is that in doing so, he consciously appropriates and adapts ideas from these other fields to the purpose of supporting processes of learning and teaching mathematics; He does not simply accept the goals or motives of those fields. As a result, Cobb reconceptualizes and reframes issues and concepts so that they result in new ways of investigating, exploring, and explaining phenomena that he encounters in the practical dimensions of his work, which include working in classrooms, with teachers, and with school systems. The effect is that the field of mathematics education is altered. Other researchers have found his "new ways of looking" useful to them. And they, in turn, adapt these ideas for their own use. The complexity of many of the ideas that Cobb has introduced into the field of mathematics education can lead to a multiplicity of interpretations by practitioners and by other researchers, based on their own experiential backgrounds. Therefore, by detailing the development of Cobb’s work, including the tensions involved in coming to grips with and reconciling apparently contrasting perspectives, the book will shed additional light on the processes of reconceptualization and thus help the reader to understand the reasons, mechanisms, and outcomes of researchers’ constant pursuit of new insights.
Author: Gabriele Kaiser
Publisher: Springer
ISBN: 3319625977
Category : Education
Languages : en
Pages : 735
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Book Description
This book is open access under a CC BY 4.0 license. The book presents the Proceedings of the 13th International Congress on Mathematical Education (ICME-13) and is based on the presentations given at the 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 brought together about 3.500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. Directly before the congress activities were offered for 450 Early Career Researchers. The proceedings give a comprehensive overview on the current state-of-the-art of the discussions on mathematics education and display the breadth and deepness of current research on mathematical teaching-and-learning processes. The book introduces the major activities of ICME-13, namely articles from the four plenary lecturers and two plenary panels, articles from the five ICMI awardees, reports from six national presentations, three reports from the thematic afternoon devoted to specific features of ICME-13. Furthermore, the proceedings contain descriptions of the 54 Topic Study Groups, which formed the heart of the congress and reports from 29 Discussion Groups and 31 Workshops. The additional important activities of ICME-13, namely papers from the invited lecturers, will be presented in the second volume of the proceedings.
Author: Luc Trouche
Publisher: Springer Nature
ISBN: 303020393X
Category : Education
Languages : en
Pages : 564
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Book Description
This edited volume will help educators better analyze methodological and practical tools designed to aid classroom instruction. It features papers that explore the need to create a system in order to fully meet the uncertainties and developments of modern educational phenomena. These have emerged due to the abundance of digital resources and new forms of collective work. The collected papers offer new perspectives to a rising field of research known as the Documentational Approach to Didactics. This framework was first created by the editors of this book. It seeks to develop a deeper understanding of mathematics teaching expertise. Readers will gain insight into how to meet the theoretical questions brought about by digitalization. These include: how to analyze teachers’ work when they prepare for their teaching, how to conceptualize the relationships between individual and collective work, and how to follow the related processes over the long term. The contributors also provide a comparative view in terms of contrasting selected phenomena across different educational cultures and education systems. For instance, they consider how differences in curriculum resources are available to teachers and how teachers make use of them to shape instruction. Coverage also considers the extent to which teachers make use of additional material, particularly those available through the global marketplace on the Internet. This book builds on works from the Re(s)sources 2018 Conference, Understanding teachers’ work through their interactions with resources for teaching, held in Lyon, France.
Author: Beth McCord Kobett
Publisher: Corwin
ISBN: 1544374909
Category : Education
Languages : en
Pages : 273
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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: Nikolaĭ Nikolaevich Lebedev
Publisher:
ISBN:
Category : Mathematical physics
Languages : en
Pages : 429
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Book Description
Author: Keith Devlin
Publisher: CRC Press
ISBN: 1439867712
Category : Computers
Languages : en
Pages : 220
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Book Description
Stanford mathematician and NPR Math Guy Keith Devlin explains why, fun aside, video games are the ideal medium to teach middle-school math. Aimed primarily at teachers and education researchers, but also of interest to game developers who want to produce videogames for mathematics education, Mathematics Education for a New Era: Video Games as a Med
