From human number lines to sweet solutions, these strategies will enliven your math instruction! In this new volume from Randi Stone, award-winning teachers model mathematics lessons that work and demonstrate innovative methods that have been field-tested in diverse elementary, middle, and high school classrooms. An ideal resource for new and veteran teachers and linked with companion volumes featuring strategies for teaching writing and science, this resource offers: Strategies for motivating students with animated learning icons, money-based systems, human number lines, sweet solutions, and much more Techniques for engaging students before and after state tests A special lesson study chapter focused on win-win professional practice for teachers This concise text will become one of your most-used guides for clarifying math concepts, increasing math vocabulary, strengthening problem-solving skills, and inspiring students' excitement about math in the real world!
From human number lines to sweet solutions, these strategies will enliven your math instruction! In this new volume from Randi Stone, award-winning teachers model mathematics lessons that work and demonstrate innovative methods that have been field-tested in diverse elementary, middle, and high school classrooms. An ideal resource for new and veteran teachers and linked with companion volumes featuring strategies for teaching writing and science, this resource offers: Strategies for motivating students with animated learning icons, money-based systems, human number lines, sweet solutions, and much more Techniques for engaging students before and after state tests A special lesson study chapter focused on win-win professional practice for teachers This concise text will become one of your most-used guides for clarifying math concepts, increasing math vocabulary, strengthening problem-solving skills, and inspiring students' excitement about math in the real world!
Providing both the ""how"" and the ""why"" of instruction, this book offers teachers with the knowledge necessary to teach mathematics to kids from elementary school to high school who have learning difficulties. Divided into four sections, it helps readers understand the needs of students with learning difficulties.
Deepen students' understanding of math concepts through active involvement! Engaging students directly in creative learning experiences is the basis of author Hope Martin's approach for re-energizing mathematics instruction. Active Learning in the Mathematics Classroom, Grades 5-8, Second Edition offers attention-grabbers such as Algebra Jokes, The M&M Mystery, How Long Would It Take to Walk to China?, and Gummi Worms to help students use mathematics as a powerful problem-solving tool, gain meaningful understandings of key concepts, and effectively communicate their mathematical thinking. Presenting a generous collection of student activities aligned with the five NCTM content standards, this revised edition of Multiple Intelligences in the Mathematics Classroom features A new chapter addressing algebra concepts Reproducible student pages for each activity Journaling questions to engage students in writing about mathematics Specific Web site resources With step-by-step directions, suggestions, tips, and variations for implementation, this updated text provides a rich instructional resource for teachers, mathematics specialists, and curriculum directors.
Active Learning in the Mathematics Classroom, Grades 5-8, offers teachers a wealth of NCTM-aligned projects and lessons to re-energize mathematics education by engaging all students in rich learning experiences. Fully developed, ready-to-use lessons help students gain deeper understandings of key concepts, learn to use mathematics as a powerful problem-solving tool, and communicate and reason mathematically. The revised edition includes current research about effective methods for teaching mathematics, a new chapter that focuses on algebra concepts, 15 new student activities, and streamlined information for teachers preparing to implement the activities.
'Nick Pratt's book looks in detail at the real meaning of teaching mathematics interactively in primary schools. Each section is set clearly within a context, is linked by 'key ideas' -- the important bits to think about -- and is summarised to give a succinct close to the chapter's content and thinking. It is a book that the reader will definitely find useful and thought provoking. It certainly made me consider how small changes and a wider variety of approaches in the classroom can make big changes in children's learning and understanding of mathematical concepts' - Mike Eatwell, Primary Maths Advisor, Bristol LEA Using a whole-class, interactive approach to teaching mathematics is a key feature of the National Numeracy Strategy (NNS), and this book looks at not only what works but also why things work. Teachers will be able to understand why and how the various teaching strategies they are using in their classrooms have a positive effect on children's learning. The book covers: " how to engage in meaningful reflective practice that will improve your lessons " how to use whiteboards " making mathematical meaning through talk " getting the whole class interacting " thinking, talking and acting mathematically " teaching number - starting points " teaching shape and space - starting points " developing your interactive teaching " a glossary of terms It is aimed at both practising and trainee teachers, and offers clear subject guidance as well as an explanation of a key part of the NNS. It supports both individuals and mathematics subject leaders delivering INSET to their colleagues.
Visit the author's own website here! Children's Mathematics Network The Williams Report 2008: 'The role of mark-making in children's cognitive development is set out in the taxonomy (Carruthers and Worthington, 2006)...To secure effective pedagogy in early years mathematics, local authoritites, leaders, managers and head teachers should provide the following key elements: - A culture with a significant focus on mathematical mark-making - A learning environment that encourages children to choose to use their own mathematical graphics to support their mathematical thinking and processes' - The Williams Maths Review (Review of Mathematics Teaching in Early Years Settings and Primary Schools), DCSF 2008. 'At the very heart of the success of the book is the authors' ability to see mathematics through young children's eyes by listening to and reflecting on the constant efforts made by children to make sense of their world. This is a liberating book which proposes that the teaching of mathematics could and should be a highly creative and enjoyable proceess' - Branwen Llewelyn Jones, Early Years Consultant at PACE Ltd / TACTYC 'Ground breaking...To single out any one chapter would be unfair because there is something thought-provoking and inspirational throughout. If you want to expand your understanding upwards and outwards then get a copy soon' - Times Educational Supplement 'I first read Children's Mathematics, Making Marks, Making Meaning a couple of years ago and it had an immediate impact on my own thinking and teaching, and the work I do with trainee teachers. I'm sure you will find it compelling reading too. I think it has the potential to change, in a fundamental way, how we think about early mathematical development' - Lynne McClure, Editor, Math Co-ordiator's File, Mathematics Association 'In their exceptionally readable and informative book, Children's Mathematics, Making Marks, Making Meaning Carruthers and Worthington (2006) draw attention to one of the main goals of early years teaching, that is, to help children make links between the mathematics they have already encountered (and continue to engage with) at home and the more abstract mathematics of the school. These authors suggest that by encouraging children to represent mathematical ideas in their own ways and, crucially, by talking to the pupils about the marks they have made, we are given a "window" onto their thinking that may otherwise be inaccessible' - Liz Pumphrey, NRICH This book draws on the authors' many years of teaching children aged three to eight years and also on their extensive research with children in the home, nursery and school. The authors explain the development and range of young children's mathematical marks and visual representations, showing how children make mental connections between their own early marks and subsequent abstract mathematical symbolism, and go on to develop their own written methods. Combining theory and practice, this acclaimed book demonstrates how children's own mathematical graphics are highly creative and show deep levels of thinking. The authors show how this is the key to success in school mathematics and to higher levels of achievement. The authors are winners of TACTYC's (2003) Jenefer Joseph Award for the Creative Arts (3 - 8) - awarded for their innovative work with children on mathematical graphics.
'Includes a large number of user-friendly examples that integrate mathematics content and process standards. The step-by-step guidance and explanations in each chapter are beneficial' - Melissa Miller, Teacher, Randall G. Lynch Middle School, Farmington, AR 'Great activities that are exploratory in nature. A valuable resource' - Carol Amos, Teacher Leader and Mathematics Coordinator, Twinfield Union School, Plainfield, VT Helping teachers see how math standards can be integrated into the secondary classroom, Key Concepts in Mathematics, Second Edition presents engaging activities and ready-to-use lessons. This user-friendly book by mathematics educator Timothy J. McNamara is filled with a generous collection of lessons, with many activities that address multiple standards, and numerous practical suggestions for extending the lessons beyond the curriculum. In addition, this updated resource combines mathematics and technology by incorporating graphing calculator applications and programmes. Each chapter offers: / Ready-to-use lessons, hands-on activities, practical suggestions, and an abundance of "good problems" / Suggestions for integrating multiple topics and concepts in each lesson / Strategies to strengthen student engagement, understanding, and retention by building connections among mathematics topics This exciting guide delivers exactly what is needed for today's standards-based math classroom!
'Includes a large number of user-friendly examples that integrate mathematics content and process standards. The step-by-step guidance and explanations in each chapter are beneficial' - Melissa Miller, Teacher, Randall G. Lynch Middle School, Farmington, AR 'Great activities that are exploratory in nature. A valuable resource' - Carol Amos, Teacher Leader and Mathematics Coordinator, Twinfield Union School, Plainfield, VT Helping teachers see how math standards can be integrated into the secondary classroom, Key Concepts in Mathematics, Second Edition presents engaging activities and ready-to-use lessons. This user-friendly book by mathematics educator Timothy J. McNamara is filled with a generous collection of lessons, with many activities that address multiple standards, and numerous practical suggestions for extending the lessons beyond the curriculum. In addition, this updated resource combines mathematics and technology by incorporating graphing calculator applications and programmes. Each chapter offers: / Ready-to-use lessons, hands-on activities, practical suggestions, and an abundance of "good problems" / Suggestions for integrating multiple topics and concepts in each lesson / Strategies to strengthen student engagement, understanding, and retention by building connections among mathematics topics This exciting guide delivers exactly what is needed for today's standards-based math classroom!
