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• Title:[Teaching student-centered mathematics. Grades 3-5]
  Teaching student-centered mathematics. Developmentally appropriate instruction for grades 3-5.
  
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• Author/Creator:Van de Walle, John A.
  
• Other Contributors/Collections:Karp, Karen S.
  Lovin, LouAnn H.
  Bay-Williams, Jennifer M.
  
• Published/Created:New York : Pearson Education, [2018]
  ©2018
  

• Holdings

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  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: QA13 .V34 2018
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Mathematics--Study and teaching (Elementary)
  Individualized instruction.
  
• Edition:Third edition / John A. Van de Walle, late of Virginia Commonwealth University, Karen S. Karp, Johns Hopkins University, LouAnn H. Lovin, James Madison University, Jennifer M. Bay-Williams, University of Louisville.
  
• Description:1 volume (various pagings) : illustrations (chiefly color) ; 28 cm
  
• Series:Van de Walle, John A. Student-centered mathematics series ; volume 2.
  
• Summary: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. -- Provided by publisher.
  A practical, comprehensive, developmentally appropriate approach to effective mathematical instruction in grades 3 to 5. 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. -- Provided by publisher.
  
• Notes:Includes bibliographical references and index.
  
• ISBN:9780134556420
  0134556429
  
• Contents:Machine generated contents note: pt. 1 Establishing a Student-Centered Environment
  1. Setting a Vision for Learning High-Quality Mathematics
  Understanding and Doing Mathematics
  How Do Students Learn?
  Constructivism
  Sociocultural Theory
  Teaching for Understanding
  Teaching for Relational Understanding
  Teaching for Instrumental Understanding
  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
  Level 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
  Students' 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 Students 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 Students
  Culturally and Linguistically Diverse Students
  Funds of Knowledge
  Mathematics as a Language
  Culturally Responsive Mathematics Instruction
  Communicate High Expectations
  Make Content Relevant
  Attend to Students' Mathematical Identities
  Ensure Shared Power
  Teaching Strategies That Support Culturally and Linguistically Diverse Students
  Focus on Academic Vocabulary
  Foster Student Participation during Instruction
  Plan Cooperative/Interdependent Groups to Support Language Development
  Assessment Considerations for ELLs
  Select Tasks with Multiple Entry and Exit Points
  Use Diagnostic Interviews
  Limit Linguistic Load
  Provide Accommodations
  6. Teaching and Assessing Students 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 Students with Learning Disabilities
  Adapting for Students with Moderate/Severe Disabilities
  Planning for Students 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
  pt. 2 Teaching Student-Centered Mathematics
  8. Exploring Number and Operation Sense
  Developing Addition and Subtraction Operation Sense
  Addition and Subtraction Problem Structures
  Teaching Addition and Subtraction
  Developing Multiplication and Division Operation Sense
  Multiplication and Division Problem Structures
  Equal-Group Problems
  Comparison Problems
  Array and Area Problems
  Combination Problems
  Teaching Multiplication and Division
  Contextual Problems
  Symbolism for Multiplication and Division
  Choosing Numbers for Problems
  Remainders
  Model-Based Problems
  Properties of Multiplication and Division
  Commutative and Associative Properties of Multiplication
  Zero and Identity Properties
  Distributive Property
  Why Not Division by Zero?
  Strategies for Solving Contextual Problems
  Analyzing Context Problems
  Multistep Word Problems
  9. Developing Basic Fact Fluency
  Developmental Phases for Learning the Basic Fact Combinations
  Teaching and Assessing the Basic Fact Combinations
  Different Approaches to Teaching the Basic Facts
  Teaching Basic Facts Effectively
  Assessing Basic Facts Effectively
  Reasoning Strategies for Addition Facts
  One More Than and Two More Than
  Combinations of 10
  Making 10
  Doubles and Near-Doubles
  Reasoning Strategies for Subtraction Facts
  Think-Addition
  Down Under 10
  Take from 10
  Reasoning Strategies for Multiplication and Division Facts
  Twos
  Fives
  Zeros and Ones
  Nines
  Derived Multiplication Fact Strategies
  Division Facts
  Reinforcing Basic Fact Mastery
  Games to Support Basic Fact Mastery
  About Drill
  Fact Remediation
  What to Do When Teaching Basic Facts
  What Not to Do When Teaching Basic Facts
  10. Developing Whole-Number Place-Value Concepts
  Extending Number Relationships to Larger Numbers
  Part
  Part
  Whole Relationships
  Relative Magnitude
  Connections to Real-World Ideas
  Approximate Numbers and Rounding
  Important Place-Value Concepts
  Integration of Base-Ten Grouping with Counting by Ones
  Integration of Base-Ten Groupings with Words
  Integration of Base-Ten Grouping with Place-Value Notation
  Base-Ten Models
  Extending Base-Ten Concepts
  Grouping Hundreds to Make 1000
  Equivalent Representations
  Oral and Written Names for Numbers
  Three-Digit Number Names
  Written Symbols
  Patterns and Relationships with Multidigit Numbers
  Hundreds Chart
  Relationships with Benchmark Numbers
  Numbers beyond 1000
  Extending the Place-Value System
  Conceptualizing Large Numbers
  11. Building Strategies for Whole-Number Computation
  Toward Computational Fluency
  Direct Modeling
  Invented Strategies
  Standard Algorithms
  Development of Invented Strategies in Addition and Subtraction
  Models to Support Invented Strategies
  Adding Multidigit Numbers
  Subtraction as "Think Addition"
  Take-Away Subtraction
  Standard Algorithms for Addition and Subtraction
  Invented Strategies for Multiplication
  Useful Representations
  Multiplication by a One-Digit Multiplier
  Multiplication of Multidigit Numbers
  Standard Algorithms for Multiplication
  Begin with Models
  Invented Strategies for Division
  Missing-Factor Strategies
  Cluster Problems
  Standard Algorithms for Division
  Begin with Models
  Two-Digit Divisors
  Computational Estimation
  Teaching Computational Estimation
  Computational Estimation Strategies
  12. Exploring Fraction Concepts
  Meanings of Fractions
  Fraction Interpretations
  Why Fractions Are Difficult
  Models for Fractions
  Area Models
  Length Models
  Set Models
  Fractional Parts of a Whole
  Fraction Size Is Relative
  Partitioning
  Iterating
  Fraction Notation
  Magnitude of Fractions
  Equivalent Fractions
  Conceptual Focus on Equivalence
  Equivalent-Fraction Models
  Developing an Equivalent-Fraction Algorithm
  Comparing Fractions
  Using Number Sense
  Using Equivalent Fractions
  Teaching Considerations for Fraction Concepts
  13. Building Strategies for Fraction Computation
  Understanding Fraction Operations
  Problem-Based, Number Sense Approach
  Addition and Subtraction
  Contextual Examples and Models
  Estimation and Invented Strategies
  Developing the Algorithms
  Fractions Greater Than One
  Addressing Common Errors and Misconceptions
  Multiplication
  Contextual Examples and Models
  Estimating and Invented Strategies
  Developing the Algorithms
  Factors Greater Than One
  Addressing Common Errors and Misconceptions
  Division
  Contextual Examples and Models
  Estimating and Invented Strategies
  Developing the Algorithms
  Addressing Common Errors and Misconceptions
  14. Developing Decimal and Percent Concepts and Decimal Computation
  Developing Concepts of Decimals
  Extending the Place-Value System
  Connecting Fractions and Decimals
  Say Decimal Fractions Correctly
  Use Visual Models for Decimal Fractions
  Multiple Names and Formats
  Developing Decimal Number Sense
  Familiar Fractions Connected to Decimals
  Comparing and Ordering Decimal Fractions
  Computation with Decimals
  Addition and Subtraction
  Multiplication
  Division
  Introducing Percents
  Models and Terminology
  Percent Problems in Context
  Estimation
  15. Promoting Algebraic Thinking
  Strands of Algebraic Thinking
  Generalized Arithmetic
  Generalization with Number and Operations
  Meaningful Use of Symbols
  Meaning of Variables
  Contents note continued: Making Structure in the Number System Explicit
  Making Sense of Properties
  Making Conjectures Based on Properties
  Patterns and Functional Thinking
  Growing Patterns
  Functional Thinking
  16. Building Measurement Concepts
  Meaning and Process of Measuring
  Concepts and Skills
  Introducing Nonstandard Units
  Introducing Standard Units
  Important Standard Units and Relationships
  Role of Estimation and Approximation
  Strategies for Estimating Measurements
  Measurement Estimation Activities
  Length
  Conversion
  Fractional Parts of Units
  Area
  Comparison Activities
  Using Physical Models of Area Units
  Relationship between Area and Perimeter
  Developing Formulas for Perimeter and Area
  Volume
  Comparison Activities
  Using Physical Models of Volume Units
  Developing Formulas for Volumes of Common Solid Shapes
  Weight and Mass
  Comparison Activities
  Using Physical Models of Weight or Mass Units
  Angles
  Comparison Activities
  Using Physical Models of Angular Measure Units
  Using Protractors
  Time
  Comparison Activities
  Reading Clocks
  Elapsed Time
  Money
  17. Developing Geometric Thinking and Concepts
  Geometry Goals for Your Students
  Spatial Sense
  Geometric Content
  Developing Geometric Thinking
  van Hiele Levels of Geometric Thought
  Implications for Instruction
  Shapes and Properties
  Sorting and Classifying
  Composing and Decomposing Shapes
  Categories of Two-Dimensional Shapes
  Categories of Three-Dimensional Shapes
  Construction Activities
  Investigations, Conjectures, and the Development of Proof
  Learning about Transformations
  Learning about Location
  Learning about Visualizations
  Three-Dimensional Imagery
  18. Representing and Interpreting Data
  What Does It Mean to Do Statistics?
  Is It Statistics or Is It Mathematics?
  Shape of Data
  Process of Doing Statistics
  Formulating Questions
  Classroom Questions
  Beyond One Classroom
  Data Collection
  Using Existing Data Sources
  Data Analysis: Classification
  Data Analysis: Graphical Representations
  Creating Graphs
  Bar Graphs
  Circle Graphs
  Continuous Data Graphs
  Line Graphs
  Interpreting Results.