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• Title:[Teaching student-centered mathematics. Grades K-3]
  Teaching student-centered mathematics. Developmentally appropriate instruction for grades pre-K--2.
  
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• Author/Creator:Van de Walle, John A.
  
• Other Contributors/Collections:Lovin, LouAnn H.
  Karp, Karen S.
  Bay-Williams, Jennifer M.
  
• Published/Created:New York : Pearson, [2018]
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: QA13 .V36 2018
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Mathematics--Study and teaching (Primary)
  Mathematics--Study and teaching (Early childhood)
  Individualized instruction.
  
• Edition:Third edition / John A. Van de Walle, late of Virginia Commonwealth University, LouAnn H. Lovin, James Madison University, Karen S. Karp, Johns Hopkins University, Jennifer M. Bay-Williams, University of Louisville.
  
• Description:1 volume (various pagings) : color illustrations ; 28 cm
  
• Series:Van de Walle, John A. Student-centered mathematics series ; volume 1.
  
• Summary:"Helping students make connections between mathematics and their worlds--and helping them feel empowered to use math in their lives--is the focus of this widely popular guide. Designed for classroom teachers, the book focuses on specific grade bands and includes information on creating an effective classroom environment, aligning teaching to various standards and practices, such as the Common Core State Standards and NCTM's teaching practices, and engaging families. The first portion of the book addresses how to build a student-centered environment in which children can become mathematically proficient, while the second portion focuses on practical ways to teach important concepts in a student-centered fashion. The new edition features a corresponding Enhanced Pearson eText version with links to embedded videos, blackline masters, downloadable teacher resource and activity pages, lesson plans, activities correlated to the CCSS, and tables of common errors and misconceptions. This book is part of the Student-Centered Mathematics Series, which is designed with three objectives: to illustrate what it means to teach student-centered, problem-based mathematics, to serve as a reference for the mathematics content and research-based instructional strategies suggested for the specific grade levels, and to present a large collection of high quality tasks and activities that can engage students in the mathematics that is important for them to learn."--Publisher's description.
  
• Notes:Includes bibliographical references and index.
  
• ISBN:9780134556437 (pbk.)
  0134556437 (pbk.)
  
• Contents:Machine generated contents note: 1. Setting a Vision for Learning High-Quality Mathematics
  Understanding and Doing Mathematics
  How Do Children Learn?
  Constructivism
  Sociocultural Theory
  Teaching for Understanding
  Teaching for Relational Understanding
  Teaching for Instrumental Understanding
  Importance of Children's 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
  High Levels of Cognitive Demand
  Multiple Entry and Exit Points
  Relevant and Well-Designed Contexts
  Evaluating and Adapting Tasks
  What Do I Do When a Task Doesn't Work?
  Orchestrating Classroom Discourse
  Classroom Discussions
  Aspects of Questioning
  How Much to Tell and Not to Tell
  Leveraging Mistakes and Misconceptions to Enhance Learning
  Representations: Tools for Problem Solving, Reasoning, and Communication
  Build a Web of Representations
  Explore with Tools
  Tips for Using Representations in the Classroom
  Lessons in the Problem-Based Classroom
  Three-Phase Lesson Format
  Variations of the Three-Phase Lesson
  Life-Long Learning: An Invitation to Learn and Grow
  3. Creating Assessments for Learning
  Assessment That Informs Instruction
  Observations
  Anecdotal Notes
  Checklists
  Questions
  Interviews
  Tasks
  Problem-Based Tasks
  Translation Tasks
  Writing
  Children's Self-Assessment and Reflection
  Rubrics and Their Uses
  Generic Rubrics
  Task-Specific Rubrics
  4. Differentiating Instruction
  Differentiation and Teaching Mathematics through Problem Solving
  Nuts and Bolts of Differentiating Instruction
  Planning Meaningful Content, Grounded in Authenticity
  Recognizing Children as Individuals
  Connecting Content and Learners
  Differentiated Tasks for Whole-Class Instruction
  Parallel Tasks
  Open Questions
  Tiered Lessons
  Flexible Grouping
  5. Teaching Culturally and Linguistically Diverse Children
  Culturally and Linguistically Diverse Children
  Funds of Knowledge
  Mathematics as a Language
  Culturally Responsive Mathematics Instruction
  Communicate High Expectations
  Make Content Relevant
  Attend to Children's Mathematical Identities
  Ensure Shared Power
  Teaching Strategies That Support Culturally and Linguistically Diverse Children
  Focus on Academic Vocabulary
  Foster Student Participation during Instruction
  Assessment Considerations for ELLS
  Select Tasks with Multiple Entry and Exit Points
  Use Diagnostic Interviews
  Limit Linguistic Load
  Provide Accommodations
  6. Planning, Teaching, and Assessing Children with Exceptionalities
  Instructional Principles for Diverse Learners
  Prevention Models
  Implementing Interventions
  Explicit Strategy Instruction
  Concrete, Semi-Concrete, Abstract (CSA)
  Peer-Assisted Learning
  Think-Alouds
  Teaching and Assessing Children with Learning Disabilities
  Adapting for Children with Moderate/Severe Disabilities
  Planning for Children Who Are Mathematically Gifted
  Acceleration and Pacing
  Depth
  Complexity
  Creativity
  Strategies to Avoid
  7. Collaborating with Families and Other Stakeholders
  Sharing the Message with Stakeholders
  Why Change?
  Pedagogy
  Content
  Student Learning and Outcomes
  Administrator Engagement and Support
  Family Engagement
  Family Math Nights
  Classroom Visits
  Involving ALL Families
  Homework Practices and Parent Coaching
  Tips for Helping Parents Help Their Child
  Resources for Families
  Seeing and Doing Mathematics at Home
  8. Developing Early Number Concepts and Number Sense
  Number Core: Early Counting and Number Concepts
  Early Counting
  Thinking about Zero
  Counting On
  Relations Core: More Than, Less Than, and Equal To
  Developing Number Sense by Building Number Relationships
  Relationships between Numbers 1 through 10
  Relationships for Numbers 10 to 20
  Number Sense and the Real World
  Calendar Activities
  Estimation and Measurement
  Data Collection and Analysis
  Revisiting the Big Ideas for Number Concepts
  9. Developing Meanings for the Operations
  Teaching Operations through Contextual Problems
  Children's Conceptions of Addition and Subtraction
  Addition and Subtraction Problem Structures
  Change Problems
  Part-Part-Whole Problems
  Compare Problems
  Problem Difficulty
  Teaching Addition and Subtraction
  Contextual Problems
  Introducing Symbolism
  Model-Based Problems for Addition and Subtraction
  Properties of Addition and Subtraction
  Children's Strategies for Solving Addition and Subtraction Problems
  Laying the Foundation for Multiplication and Division
  Multiplication and Division Problem Structures
  Teaching Multiplication and Division
  Contextual Problems
  Model-Based Problems for Multiplication and Division
  Laying the Foundation for Multiplication Properties in Earlier Grades
  Children's Strategies for Solving Multiplication and Division Problems
  Supporting Children in Solving Contextual Problems
  Analyzing Contextual Problems
  Caution: Avoid Relying on the Key Words Strategy!
  Require Explanations
  Multistep Problems
  Final Thoughts: Outcomes Related to Teaching and Learning Operations
  10. Helping Children Develop Fluency with Basic Facts
  Developmental Nature of Learning Basic Facts
  Different Approaches to Teaching Basic Facts
  Memorization
  Explicit Strategy Instruction
  Guided Invention
  Teaching Basic Facts Effectively
  Use Purposefully Designed Story Problems
  Explicitly Teach Reasoning Strategies
  Assessing Basic Facts Effectively
  What Is Wrong with Timed Tests?
  How Might I Assess Basic Fact Fluency?
  Reasoning Strategies for Addition Facts
  One More Than and Two More Than
  Adding Zero
  Doubles
  Combinations of 10
  Making 10
  Using 5 as an Anchor
  Near-Doubles
  Reasoning Strategies for Subtraction Facts
  Think-Addition
  Down Under 10
  Take from 10
  Reinforcing Reasoning Strategies
  Building a Foundation for Multiplication Facts
  Twos
  Fives
  Zeros and Ones
  Reinforcing Basic Fact Mastery
  Supporting Basic Fact Fluency through Games
  Effective Drill
  Do's and Don'ts for Teaching Basic Facts
  What to Do
  What Not to Do
  11. Developing Whole-Number Place-Value Concepts
  Pre-Place-Value Understandings
  Developing Foundational Ideas in Whole-Number Place Value
  Integrating Base-Ten Groupings with Counting by Ones
  Integrating Base-Ten Groupings with Words
  Integrating Base-Ten Groupings with Place-Value Notation
  Base-Ten Models for Place Value
  Groupable Models
  Pregrouped Models
  Nonproportional Models
  Developing Base-Ten Concepts
  Grouping Activities
  Grouping Tens to Make 100
  Equivalent Representations
  Oral and Written Names for Numbers
  Two-Digit Number Names
  Three-Digit Number Names
  Written Symbols
  Patterns and Relationships with Multidigit Numbers
  Hundreds Chart
  Relationships with Benchmark Numbers
  Connecting Place Value to Addition and Subtraction
  Connections to Real-World Ideas
  12. Building Strategies for Whole-Number Computation
  Move to Computational Fluency
  Connecting Addition and Subtraction to Place Value
  Three Types of Computational Strategies
  Direct Modeling
  Invented Strategies
  Standard Algorithms
  Development of Invented Strategies
  Creating a Supportive Environment
  Models to Support Invented Strategies
  Development of Invented Strategies for Addition and Subtraction
  Adding and Subtracting Single-Digit Numbers
  Adding Two-Digit Numbers
  Subtraction as "Think Addition"
  Take-Away Subtraction
  Extensions and Challenges
  Standard Algorithms for Addition and Subtraction
  Standard Algorithm for Addition
  Standard Algorithm for Subtraction
  Introducing Computational Estimation
  Understanding Computational Estimation
  Suggestions for Teaching Computational Estimation
  Computational Estimation Strategies
  Front-End Methods
  Rounding Methods
  Compatible Numbers
  Common Misconceptions with Whole-Number Computation
  13. Promoting Algebraic Reasoning
  Strands of Algebraic Reasoning
  Structure in the Number System: Connecting Number and Algebra
  Generalization with Number Combinations
  Generalization with Place Value
  Generalization with Algorithms
  Meaningful Use of Symbols
  Meaning of the Equal Sign
  Meaning of Variables
  Structure in the Number System: Properties
  Making Sense of Properties
  Making and Justifying Conjectures
  Patterns and Functions
  Repeating Patterns
  Growing Patterns
  Functional Thinking
  Number Patterns
  Common Misconceptions with Algebraic Reasoning
  14. Exploring Early Fraction Concepts
  Meanings of Fractions for PreK-2 Children
  Part-Whole
  Equal Sharing
  Measurement
  Introducing Fraction Language
  Models for Fractions
  Area Models
  Length Models
  Set Models
  Building Fractional Parts through Partitioning and Iterating
  Partitioning
  Iterating
  Fraction Size Is Relative
  Fraction Equivalence and Comparison
  From Fraction Words to Symbols
  Teaching Considerations for Fraction Concepts
  Contents note continued: 15. Building Measurement Concepts
  Meaning and Process of Measuring
  Measurement Concepts and Skills
  Introducing Nonstandard Units
  Introducing Standard Units
  Role of Estimation and Approximation
  Length
  Comparison Activities
  Using Physical Models of Length Units
  Laying the Foundation for Conversions
  Making and Using Rulers
  Time
  Comparison Activities
  Reading Clocks
  Money
  Recognizing Coins and Identifying Their Values
  Counting Sets of Coins
  Making Change
  Other Measurable Attributes
  Area
  Volume and Capacity
  Weight and Mass
  Common Misconceptions with Measurement
  16. Developing Geometric Reasoning and Concepts
  Geometry Goals for Young Children
  Developing Geometric Reasoning
  van Hiele Levels of Geometric Thought
  Implications for Instruction
  Shapes and Properties
  Sorting and Classifying
  Composing and Decomposing Shapes
  Categories of Two- and Three-Dimensional Shapes
  Transformations
  Rigid Motions
  Line Symmetry
  Location
  Visualization
  Two-Dimensional Imagery
  Three-Dimensional Imagery
  17. Helping Children Use Data
  What Does It Mean to Do Statistics?
  Is It Statistics or Mathematics?
  Shape of Data
  Process of Doing Statistics
  Formulating Questions
  Questions about "Me and My Classmates"
  Questions beyond Self and Classmates
  Data Collection
  Collecting Data
  Using Existing Data Sources
  Data Analysis: Classification
  Classifications Using Attribute Materials
  Classifications Using Content Areas
  Data Analysis: Graphical Representations
  Creating Graphs
  Analyzing Graphs
  Graphs for PreK-2 Children
  Interpreting Results.