Making Number Talks Matter is about the myriad decisions facing teachers as they make this fifteen-minute daily routine a vibrant and vital part of their mathematics instruction. Throughout the book, Cathy Humphreys and Ruth Parker offer practical ideas for using Number Talks to help students learn to reason numerically and build a solid foundation for the study of mathematics. This book will be an invaluable resource whether you are already using Number Talks or not; whether you are an elementary, middle school, high school, or college teacher; or even if you are a parent wanting to support your child with mathematics. Using insight gained from many years of doing Number Talks with students of all ages, Cathy and Ruth address questions to ask during Number Talks, teacher moves that turn the thinking over to students, the mathematics behind the various strategies, and ways to overcome bumps in the road. If you've been looking for ways to transform your mathematics classroom--to bring sense-making and divergent thinking to the foreground, to bring the Standards for Mathematical Practice to life, and to bring joy back into your instruction--this book is for you.
"This resource supports new and experienced educators who want to prepare for and design purposeful number talks for their students; the author demonstrates how to develop grade-level-specific strategies for addition, subtraction, multiplication, and division. Includes connections to national standards, a DVD, reproducibles, bibliography, and index"--Provided by publisher.
Number Talks: Fractions, Decimals, and Percentages, A Multimedia Professional Learning Resource This second resource in the best-selling Number Talks series supports teachers who want to implement number talks, but are unsure of how to begin, and teachers who are seasoned in this art or instruction but desire additional support in crafting purposeful problems. This resource is intended to help teachers begin or refine their use of number talks with fractions, decimals, and percentages. More than 30 video clips give readers the opportunity to access authentic classroom number talks. Video Clips The video clips provide a visual platform for teachers to reflect on their current practices and target essential understandings from their readings. The video clips features number talks filmed in actual classrooms, grades 3-7. Clips range from five to ten minutes in length with a total viewing time of approximately two hours. "
In math, like any subject, real learning takes place when students can connect what they already know to new ideas. In Connecting Mathematical Ideas, Jo Boaler and Cathy Humphreys offer a comprehensive way to improve your ability to help adolescents build connections between different mathematical ideas and representations and between domains like algebra and geometry. Connecting Mathematical Ideas contains two-CDs worth of video case studies from Humphreys' own middle-school classroom that show her encouraging students to bridge complex mathematical concepts with their prior knowledge. Replete with math talk and coverage of topics like representation, reasonableness, and proof, the CDs also include complete transcripts and study questions that stimulate professional learning. Meanwhile, the accompanying book guides you through the CDs with in-depth commentary from Boaler and Humphreys that breaks down and analyzes the lesson footage from both a theoretical and a practical standpoint. In addition to addressing the key content areas of middle school mathematics, Boaler and Humphreys pose and help you address a broad range of frequently asked pedagogical questions, such as: How can I organize productive class discussions? How do I ask questions that stimulate discussion and thought among my students? What's the most effective way to encourage reticent class members to speak up? What role should student errors play in my teaching? Go inside real classrooms to solve your toughest teaching questions. Use the case studies and the wealth of professional support within Connecting Mathematical Ideas and find new ways to help your students connect with math.
Author: Max Ray
Publisher: Heinemann Educational Books
Release Date: 2013
How can we break the cycle of frustrated students who "drop out of math" because the procedures just don't make sense to them? Or who memorize the procedures for the test but don't really understand the mathematics? Max Ray and his colleagues at the Math Forum @ Drexel University say "problem solved," by offering their collective wisdom about how students become proficient problem solvers, through the lens of the CCSS for Mathematical Practices. They unpack the process of problem solving in fresh new ways and turn the Practices into activities that teachers can use to foster habits of mind required by the Common Core: communicating ideas and listening to the reflections of others estimating and reasoning to see the "big picture" of a problem organizing information to promote problem solving using modeling and representations to visualize abstract concepts reflecting on, revising, justifying, and extending the work. Powerful Problem Solving shows what's possible when students become active doers rather than passive consumers of mathematics. Max argues that the process of sense-making truly begins when we create questioning, curious classrooms full of students' own thoughts and ideas. By asking "What do you notice? What do you wonder?" we give students opportunities to see problems in big-picture ways, and discover multiple strategies for tackling a problem. Self-confidence, reflective skills, and engagement soar, and students discover that the goal is not to be "over and done," but to realize the many different ways to approach problems. Read a sample chapter. Save 15% when you purchase 15 copies with a Book Study Bundle!
Not all mathematics discussions are alike. It's one thing to ask students to share how they solved a problem, to get ideas out on the table so that their thinking becomes visible; but knowing what to do with students' ideas--where to go with them--can be a daunting task. Intentional Talk provides teachers with a framework for planning and facilitating purposeful mathematics discussions that enrich and deepen student learning. According to Elham Kazemi and Allison Hintz, the critical first step is to identify a discussion's goal and then understand how to structure and facilitate the conversation to meet that goal. Through detailed vignettes from both primary and upper elementary classrooms, the authors provide a window into what teachers are thinking as they lead discussions and make important pedagogical and mathematical decisions along the way. Additionally, the authors examine students' roles as both listeners and talkers and, in the process, offer a number of strategies for improving student participation and learning. A collection of planning templates included in the appendix helps teachers apply the right structure to discussions in their own classrooms. Intentional Talk provides the perfect bridge between student engagement and conceptual understanding in mathematical discussions.
Is there a way to get students to love math? Dr. Judy Willis responds with an emphatic yes in this informative guide to getting better results in math class. Tapping into abundant research on how the brain works, Willis presents a practical approach for how we can improve academic results by demonstrating certain behaviors and teaching students in a way that minimizes negativity. With a straightforward and accessible style, Willis shares the knowledge and experience she has gained through her dual careers as a math teacher and a neurologist. In addition to learning basic brain anatomy and function, readers will learn how to * Improve deep-seated negative attitudes toward math. * Plan lessons with the goal of "achievable challenge" in mind. * Reduce mistake anxiety with techniques such as errorless math and estimation. * Teach to different individual learning strengths and skill levels. * Spark motivation. * Relate math to students' personal interests and goals. * Support students in setting short-term and long-term goals. * Convince students that they can change their intelligence. With dozens of strategies teachers can use right now, Learning to Love Math puts the power of research directly into the hands of educators. A Brain Owner's Manual, which dives deeper into the structure and function of the brain, is also included--providing a clear explanation of how memories are formed and how skills are learned. With informed teachers guiding them, students will discover that they can build a better brain . . . and learn to love math!
Jessica Shumway has developed a series of routines designed to help young students internalize and deepen their facility with numbers. The daily use of these quick five-, ten-, or fifteen-minute experiences at the beginning of math class will help build students' number sense. --from publisher description
The Standards for Mathematical Practice provide an excellent foundation for encouraging students to think, reason, and persevere like mathematicians. Many elementary school teachers, however, face a challenge unpacking these practices and figuring out how to implement them in their classrooms. Christine Moynihan wrote "Common Core Sense: Tapping the Power of the Mathematical Practices" with the goal of making the practices more explicit, learnable, and accessible. Moynihan shows what each practice might look, sound, and feel like in the classroom using the four-part GOLD framework: G Go for the goals. What are the major purposes of the practice? O Open your eyes & Observe. What should you see students doing as they utilize the practice? What should you see yourself doing? L Listen. What should you hear students saying as they utilize the practice? What should you hear yourself saying? D Decide what you need to do in order to make the most of the practice. This timely text devotes one chapter to each practice. The consistent framework of the book, similar in structure to Moynihan s "Math Sense," provides an easy way to learn, assess, and deepen your own understanding of each practice to mine the GOLD. "
The Trends in International Mathematics and Science Study has shown that American schools have consistently helped students understand algebraic and statistical concepts, leading to high achievement internationally. Now it's time to do the same for geometry. Mark Driscoll, author of the powerful and popular Fostering Algebraic Thinking, takes up the challenge and leads you to new, research-based ways to improve how your students conceptualize and apply geometric ideas. With Fostering Geometric Thinking any math teacher can discover essential, practical ideas for helping students cultivate geometric habits of mind that lead to success in this crucial mathematical subject. The book focuses on rigorous, problem-based teaching that encourages students to deepen their thinking in three key geometric strands: geometric properties geometric transformations measurement of geometric objects. Fostering Geometric Thinking shows you how the interplay of these strands helps students devise multiple solutions and develop a broader sense of geometric principles. It's loaded with helpful resources, including: engaging problems to use in your classroom examples of student solutions to these problems transcripts of classroom interactions online resources featuring in-the-field footage of students working through open-ended problems highlighted in the book. Geometry is a vital component of mathematical understanding, and it's time that it received the same attention that algebra and statistics do. With engaging problems and straightforward suggestions that can help students deepen, recognize, and describe their thinking, Fostering Geometric Thinking is the resource you need to ensure that when it comes to geometry, your students know all the angles.
Author: Concepcion Molina
Publisher: John Wiley & Sons
Release Date: 2012-09-06
Teaching K-12 math becomes an easier task when everyone understands the language, symbolism, and representation of math concepts Published in partnership with SEDL, The Problem with Math Is English illustrates how students often understand fundamental mathematical concepts at a superficial level. Written to inspire ?aha? moments, this book enables teachers to help students identify and comprehend the nuances and true meaning of math concepts by exploring them through the lenses of language and symbolism, delving into such essential topics as multiplication, division, fractions, place value, proportional reasoning, graphs, slope, order of operations, and the distributive property. Offers a new way to approach teaching math content in a way that will improve how all students, and especially English language learners, understand math Emphasizes major attributes of conceptual understanding in mathematics, including simple yet deep definitions of key terms, connections among key topics, and insightful interpretation This important new book fills a gap in math education by illustrating how a deeper knowledge of math concepts can be developed in all students through a focus on language and symbolism.
Mathematical Power is a book that shows how to bring the goals of the NCTM Standards to life in a classroom on a day-to day basis. Although it is the story of one classroom, the implications go far beyond this classroom. As the teachers here struggle to examine their practices, teachers will connect with them and gain a clearer picture of what it means to teach mathematics for understanding. These teachers turn theory into actual classroom practice while addressing the complexities of: selecting new mathematics content planning for instruction establishing a collaborative learning environment helping children learn to make choices and take responsibility for their learning meeting the academic and social needs of all children keeping records of children's work assessing for understanding. Ruth Parker brings to this book an in-depth understanding of the goals of mathematics reform efforts, a belief in children as caring and powerful sense makers, and a long history of working to make schools more relevant and meaningful places for children and teachers.
Author: Ann C. McCoy
Publisher: Mitchell Beazley
Release Date: 2013
Genre: Cognitive learning
Today's classrooms are full of routines. Although we often think of routines as being used for organisation, routines can also be used to enhance instruction. In this book, the authors present seven easily implemented mathematical routines that may be used effectively at a variety of grade levels and with a variety of mathematical content. The book also includes ideas for infusing mathematics into the nonmathematical routines that take time away from instruction. Each chapter begins with classroom vignettes that provide a glimpse of how the routine might look as it is implemented in a variety of grade levels. A description of the routine and implementation strategies follow and the authors provide examples of student work from various grade levels for each of the routine, including examples of ways to assess student thinking by using the routines, and suggestions for adapting the routines. The book includes connections to the Common Core practice standards and focuses on creating opportunities for differentiated instruction. A highly useful book, written by seasoned mathematics educators, this book is a must-have for all elementary and middle school mathematics teachers.