Overview

A practical approach to effective mathematical instruction in grades 3 to 5. Teaching Student-Centered Mathematics helps students connect mathematics to their worlds and use math in their daily lives. It focuses on specific grade bands and covers creating an effective classroom environment, aligning teaching to various standards and practices, and engaging families. For courses in Elementary Mathematics Methods (Curriculum & Instruction) and for classroom teachers. Pearson eText is an easy-to-use digital textbook that you can purchase on your own or instructors can assign for their course. The mobile app lets you keep on learning, no matter where your day takes you, even offline. You can also add highlights, bookmarks, and notes in your Pearson eText to study how you like. NOTE: This ISBN is for the Pearson eText access card. Pearson eText is a fully digital delivery of Pearson content. Before purchasing, check that you have the correct ISBN. To register for and use Pearson eText, you may also need a course invite link, which your instructor will provide. Follow the instructions provided on the access card to learn more.

Full Product Details

Author:   John Van de Walle ,  Karen Karp ,  LouAnn Lovin ,  Jennifer Bay-Williams
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   3rd edition
Dimensions:   Width: 21.60cm , Height: 0.20cm , Length: 27.90cm
Weight:   0.014kg
ISBN:  

9780134556406

ISBN 10:   0134556402
Pages:   496
Publication Date:   31 July 2018
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Undefined
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Brief Table of Contents Part 1: Establishing a Student-Centered Environment 1. Setting a Vision for Learning High-Quality Mathematics  2. Teaching Mathematics through Problem Solving  3. Creating Assessments for Learning  4. Differentiating Instruction  5. Teaching Culturally and Linguistically Diverse Students  6. Teaching and Assessing Students with Exceptionalities  7. Collaborating with Families and Other Stakeholders  Part 2: Teaching Student-Centered Mathematics 8. Exploring Number and Operation Sense  9. Developing Basic Fact Fluency  10. Developing Whole-Number Place-Value Concepts  11. Building Strategies for Whole-Number Computation  12. Exploring Fraction Concepts  13. Building Strategies for Fraction Computation  14. Developing Decimal and Percent Concepts and Decimal Computation  15. Promoting Algebraic Thinking  16. Building Measurement Concepts  17. Developing Geometric Thinking and Concepts  18. Representing and Interpreting Data  Appendix ACommon Core State Standards: Standards for Mathematical Practice  Appendix BCommon Core State Standards: Grades 3-5 Critical Content Areas and Overviews  Appendix C Mathematics Teaching Practices: NCTM Principles to Action (2014) Appendix D Activities at a Glance: Volume II Appendix E Guide to Blackline Masters References Index Detailed Table of Contents Part 1: Establishing a Student-Centered Environment 1. Setting a Vision for Learning High-Quality Mathematics             Understanding and Doing Mathematics            How Do Students Learn?            Teaching for Understanding             The Importance of Students’ Ideas            Mathematics Classrooms That Promote Understanding   2. Teaching Mathematics through Problem Solving           Teaching through Problem Solving: An Upside-Down Approach            Mathematics Teaching Practices for Teaching through Problem Solving            Using Worthwhile Tasks             Orchestrating Classroom Discourse            Representations: Tools for Problem Solving, Reasoning, and Communication            Lessons in the Problem-Based Classroom            Life-Long Learning: An Invitation to Learn and Grow  3. Creating Assessments for Learning           Assessment That Informs Instruction            Observations            Questions            Interviews            Tasks            Students’ Self-Assessment and Reflection            Rubrics and Their Uses  4. Differentiating Instruction            Differentiation and Teaching Mathematics through Problem Solving            The Nuts and Bolts of Differentiating Instruction            Differentiated Tasks for Whole-Class Instruction            Tiered Lessons            Flexible Grouping  5. Teaching Culturally and Linguistically Diverse Students             Culturally and Linguistically Diverse Students            Culturally Responsive Mathematics Instruction            Teaching Strategies That Support Culturally and Linguistically Diverse Students            Assessment Considerations for ELLs  6. Planning, Teaching, and Assessing Students with Exceptionalities           Instructional Principles for Diverse Learners            Implementing Interventions            Teaching and Assessing Students with Learning Disabilities            Adapting for Students with Moderate/Severe Disabilities            Planning for Students Who Are Mathematically Gifted  7. Collaborating with Families and Other Stakeholders            Sharing the Message with Stakeholders            Administrator Engagement and Support            Family Engagement            Homework Practices and Parent Coaching  Part 2: Teaching Student-Centered Mathematics 8. Exploring Number and Operation Sense           Developing Addition and Subtraction Operation Sense            Developing Multiplication and Division Operation Sense            Multiplication and Division Problem Structures            Teaching Multiplication and Division            Properties of Multiplication and Division            Strategies for Solving Contextual Problems            Multistep Word Problems   9. Developing Basic Fact Fluency           Developmental Phases for Learning the Basic Fact Combinations            Teaching and Assessing the Basic Fact Combinations            Reasoning Strategies for Addition Facts            Reasoning Strategies for Subtraction Facts            Reasoning Strategies for Multiplication and Division Facts            Reinforcing Basic Fact Mastery  10. Developing Whole-Number Place-Value Concepts           Extending Number Relationships to Larger Numbers            Important Place-Value Concepts            Extending Base-Ten Concepts            Oral and Written Names for Numbers            Patterns and Relationships with Multidigit Numbers            Numbers beyond 1000  11. Building Strategies for Whole-Number Computation           Toward Computational Fluency            Development of Invented Strategies in Addition and Subtraction            Standard Algorithms for Addition and Subtraction            Invented Strategies for Multiplication            Standard Algorithms for Multiplication            Invented Strategies for Division            Standard Algorithms for Division            Computational Estimation  12. Exploring Fraction Concepts           Meanings of Fractions            Models for Fractions            Fractional Parts of a Whole            Equivalent Fractions            Comparing Fractions            Teaching Considerations for Fraction Concepts 13. Building Strategies for Fraction Computation            Understanding Fraction Operations            Addition and Subtraction            Multiplication            Division 14. Developing Decimal and Percent Concepts and Decimal Computation           Developing Concepts of Decimals            Connecting Fractions and Decimals            Developing Decimal Number Sense            Computation with Decimals            Introducing Percents  15. Promoting Algebraic Thinking             Strands of Algebraic Thinking            Generalized Arithmetic            Meaningful Use of Symbols            Making Structure in the Number System Explicit            Patterns and Functional Thinking  16. Building Measurement Concepts           The Meaning and Process of Measuring            The Role of Estimation and Approximation            Length            Area            Volume            Weight and Mass            Angles            Time            Money  17. Developing Geometric Thinking and Concepts           Geometry Goals for Your Students            Developing Geometric Thinking            Shapes and Properties           Learning about Transformations            Learning about Location            Learning about Visualizations 18. Representing and Interpreting Data            What Does It Mean to Do Statistics?            Formulating Questions            Data Collection            Data Analysis: Classification            Data Analysis: Graphical Representations            Interpreting Results Appendix ACommon Core State Standards: Standards for Mathematical Practice  Appendix BCommon Core State Standards: Grades 3-5 Critical Content Areas and Overviews  Appendix C Mathematics Teaching Practices: NCTM Principles to Action (2014) Appendix D Activities at a Glance: Volume II Appendix E Guide to Blackline Masters References Index

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Author Information

The late John A. Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a mathematics education consultant who regularly gave professional development workshops for K–8 teachers in the United States and Canada. He visited and taught in elementary school classrooms and worked with teachers to implement studentcentered math lessons. He coauthored the Scott ForesmanAddison Wesley Mathematics K–6 series and contributed to the Pearson School mathematics program, enVisionMATH. In addition, he wrote numerous chapters and articles for the National Council of Teachers of Mathematics (NCTM) books and journals and was very active in NCTM, including serving on the Board of Directors, as the chair of the Educational Materials Committee, and as a frequent speaker at national and regional meetings. Karen S. Karp is at the School of Education at Johns Hopkins University-Baltimore, MD. Previously, she was a professor of mathematics education at the University of Louisville for more than twenty years. Prior to entering the field of teacher education she was an elementary school teacher in New York. She is also coauthor of Elementary and Middle School Mathematics: Teaching Developmentally, Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in PreK–Grade 2, and numerous book chapters and articles. She is a former member of the Board of Directors of NCTM and a former president of the Association of Mathematics Teacher Educators (AMTE). She continues to work in classrooms to support teachers of students with disabilities in their mathematics instruction. LouAnn H. Lovin is a professor of mathematics education at James Madison University (Virginia). She coauthored the first edition of the Teaching StudentCentered Mathematics Professional Development Series with John A. Van de Walle as well as Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners, 2nd Edition with David Allsopp and Sarah Vaningen. LouAnn taught mathematics to middle and high school students before transitioning to preK–grade 8. For almost twenty years, she has worked in preK through grade 8 classrooms and engaged with teachers in professional development as they implement a studentcentered approach to teaching mathematics. She has published articles in Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Teaching Exceptional Children and has served on NCTM’s Educational Materials Committee. LouAnn’s research on teachers’ mathematical knowledge for teaching has focused most recently on the developmental nature of prospective teachers’ fraction knowledge. Jennifer M. Bay-Williams is a professor of mathematics education at the University of Louisville (Kentucky). Jennifer has published many articles on teaching and learning in NCTM journals. She has also coauthored numerous books, including Mathematics Coaching: Resources and Tools for Coaches and Leaders, K–12; Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in PreK–Grade 2; Math and Literature: Grades 6–8; Math and Nonfiction: Grades 6–8; and Navigating through Connections in Grades 6–8. Jennifer taught elementary, middle, and high school in Missouri and in Peru, and continues to work in classrooms at all levels with students and with teachers. Jennifer served as member of Board of Directors for TODOS: Equity for All, as president of AMTE, and as editor for the 2012 NCTM Yearbook.

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