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Author: Fabrice Vandebrouck Publisher: Springer Science & Business Media ISBN: 9462092818 Category : Education Languages : en Pages : 257
Book Description
With cooperation of Aline Robert, Janine Rogalski, Maha Abboud-Blanchard, Claire Cazes, Monique Chappet-Pariès, Aurélie Chesnais, Christophe Hache, Julie Horoks, Eric Roditi & Nathalie Sayac. This book presents unique insights into a significant area of French research relating the learning and teaching of mathematics in school classrooms and their development. Having previously had only glimpses of this work, I have found the book fascinating in its breadth of theory, its links between epistemological, didactic and cognitive perspectives and its comprehensive treatment of student learning of mathematics, classroom activity, the work of teachers and prospective teacher development. Taking theoretical perspectives as their starting points, the authors of this volume present a rich array of theoretically embedded studies of mathematics teaching and learning in school classrooms. Throughout this book the reader is made aware of many unanswered questions and challenged to consider associated theoretical and methodological issues. For English-speaking communities who have lacked opportunity to access the French literature the book opens up a wealth of new ways of thinking about and addressing unresolved issues in mathematics learning, teaching and teacher education. I recommend it wholeheartedly! (Extract from Barbara Jaworski’s preface.)
Author: Fabrice Vandebrouck Publisher: Springer Science & Business Media ISBN: 9462092818 Category : Education Languages : en Pages : 257
Book Description
With cooperation of Aline Robert, Janine Rogalski, Maha Abboud-Blanchard, Claire Cazes, Monique Chappet-Pariès, Aurélie Chesnais, Christophe Hache, Julie Horoks, Eric Roditi & Nathalie Sayac. This book presents unique insights into a significant area of French research relating the learning and teaching of mathematics in school classrooms and their development. Having previously had only glimpses of this work, I have found the book fascinating in its breadth of theory, its links between epistemological, didactic and cognitive perspectives and its comprehensive treatment of student learning of mathematics, classroom activity, the work of teachers and prospective teacher development. Taking theoretical perspectives as their starting points, the authors of this volume present a rich array of theoretically embedded studies of mathematics teaching and learning in school classrooms. Throughout this book the reader is made aware of many unanswered questions and challenged to consider associated theoretical and methodological issues. For English-speaking communities who have lacked opportunity to access the French literature the book opens up a wealth of new ways of thinking about and addressing unresolved issues in mathematics learning, teaching and teacher education. I recommend it wholeheartedly! (Extract from Barbara Jaworski’s preface.)
Author: National Council of Teachers of Mathematics Publisher: National Council of Teachers of Mathematics, Incorporated ISBN: 9780873537742 Category : Curriculum planning Languages : en Pages : 139
Book Description
This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning.
Author: Peter Liljedahl Publisher: Corwin Press ISBN: 1544374844 Category : Education Languages : en Pages : 454
Book Description
A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.
Author: Grace Kelemanik Publisher: ISBN: 9780325120072 Category : Languages : en Pages : 184
Book Description
Teaching our children to think and reason mathematically is a challenge, not because students can't learn to think mathematically, but because we must change our own often deeply-rooted teaching habits. This is where instructional routines come in. Their predictable design and repeatable nature support both teachers and students to develop new habits. In Teaching for Thinking, Grace Kelemanik and Amy Lucenta pick up where their first book, Routines for Reasoning, left off. They draw on their years of experience in the classroom and as instructional coaches to examine how educators can make use of routines to make three fundamental shifts in teaching practice: Focus on thinking: Shift attention away from students' answers and toward their thinking and reasoning Step out of the middle: Shift the balance from teacher-student interactions toward student-student interactions Support productive struggle: Help students do the hard thinking work that leads to real learning With three complete new routines, support for designing your own routine, and ideas for using routines in your professional learning as well as in your classroom teaching, Teaching for Thinking will help you build new teaching habits that will support all your students to become and see themselves as capable mathematicians.
Author: Linda Darling-Hammond Publisher: Routledge ISBN: 1136729976 Category : Education Languages : en Pages : 218
Book Description
This book brings together and compares the teacher education policies and practices of eight high-achieving countries to consider what creates high-quality teachers in today's world.
Author: Sharon Stenglein Publisher: ISBN: 9781680540314 Category : Elementary teachers Languages : en Pages :
Book Description
"This book contains a carefully selected and adapted set of lessons from NCTM's Navigations series, with a special emphasis on incorporating the Effective Mathematics Teaching Practices in NCTM's Principles to Actions. Teachers of 3-5 students can use these activities to engage their students in exploring, thinking, connecting, discussing, justifying, and advancing in their mathematical understanding and confidence. Each of the 10 Activity Gems includes the following elements: * An overview of how the lesson can help 3-5 students develop their mathematical knowledge and abilities, with lists of goals to achieve and all needed materials * A detailed three-part lesson plan-designed to Engage, Explore, and Extend-including questions a teacher can pose, possible responses and challenges that students may present, and ways to continue the learning beyond the activity. * Activity sheets, classroom images and figures, and any other necessary materials, all available both in an appendix and in downloadable and printable form at NCTM's more4U website"--
Author: Denise A. Spangler Publisher: ISBN: 9780873539784 Category : Curriculum planning Languages : en Pages : 0
Book Description
Summarizes and synthesizes the research behind the guiding principles and essential elements that form the heart of Principles to Actions, NCTM's statement on best practices in the teaching and learning of mathematics. Then, linking research to practice, it gives readers a flavour of what a principle or an element might look like in practice, in a classroom.
Author: Margaret Schwan Smith Publisher: ISBN: 9781483351117 Category : Communication in mathematics Languages : en Pages : 104
Book Description
Describes five practices for productive mathematics discussions, including anticipating, monitoring, selecting, sequencing, and connecting.
Author: Fabrice Vandebrouck
Author: Fabrice Vandebrouck
Author: National Council of Teachers of Mathematics
Author: Peter Liljedahl
Author: DeAnn Huinker
Author: Grace Kelemanik
Author: Linda Darling-Hammond
Author: Margaret Schwan Smith
Author: Sharon Stenglein
Author: Denise A. Spangler
Author: Margaret Schwan Smith