Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume 1) (Pearson+)

Jennifer Bay-Williams

Karen Karp

John Van de Walle

LouAnn Lovin

Pearson

Grade 1 Volume 2 Scott Foresman-Addison Wesley Math TEACHER'S EDITION, The Millennium Edition. Contains the pages of Chapters 7-13 of the student textbook (answers in red), with teacher's information in the side and bottom margins.

enVision Mathematics, Common Core, Grade 1, Volume 2, Topics 8-15, Teacher's edition, c.2020, 9780134954875, 0134954874

Zachary Champagne

Randall I.Charles

Elementary and Middle School Mathematics: Teaching Developmentally (Pearson+)

More than 100 mathematics teachers and teacher educators recommended their all-time favorite articles for this collection. The result is an excellent professional development resource for educators at the prekindergarten-grade 8 levels. These wide-ranging articles are presented in an easy-to-use, readable format that can be used to spark conversations about improving practice and student learning. Innovative ways to use the articles to enhance professional development are described, and practical strategies that teachers can use in their classrooms are suggested. The timely topics covered include diversity, discourse, challenging students, and deepening understanding. This valuable collection of users' favorite articles will promote thought-provoking discussion in group settings, and help mathematics educators continue to refine and improve their teaching skills.

Growing Professionally: Readings from NCTM Publications for Grades K-8

Natl. Council of Teachers of Mathematics

Jennifer M. Bay-Williams

Education & Teaching

National Council of Teachers of Mathematics

What is the relationship between addition and subtraction? How do you know whether an algorithm will always work? Can you explain why order matters in subraction but not in addition, or why it is false to assert that the sum of any two whole numbers is greater than either number? It is organized around two big ideas and supported by smaller, more specific, interconnected ideas (essential understandings). Gaining an understanding about addition and subtraction is essential as they are the foundation for students later learning of multiplication and division.

Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K–Grade 2

Janet Caldwell

Rose Mary Zbiek

NCTM

Do your students have the incorrect idea that addition “makes numbers bigger” and subtraction “makes numbers smaller”? Do they believe that subtraction is always “taking away”? What tasks can you offer - what questions can you ask - to determine what your students know or don’t know - and move them forward in their thinking? This book focuses on the specialized pedagogical content knowledge that you need to teach addition and subtraction effectively in prekindergarten–grade 2. The authors demonstrate how to use this multifaceted knowledge to address the big ideas and essential understandings that students must develop for success with these computations - not only in their current work, but also in higher-level mathematics and a myriad of real-world contexts. Explore rich, research-based strategies and tasks that show how students are reasoning about and making sense of addition and subtraction. Use the opportunities that these and similar tasks provide to build on their understanding while identifying and correcting misunderstandings that may be keeping them from taking the next steps in learning. You have essential understanding. It’s time to put it into practice in your teaching. The Putting Essential Understanding into Practice Series moves NCTM’s Essential Understanding Series into the classroom. The new series details and explores best practices for teaching the essential ideas that students must grasp about fundamental topics in mathematics - topics that are challenging to learn and teach but are critical to the development of mathematical understanding. Classroom vignettes and samples of student work bring each topic to life, and questions for reader reaction open it up for hands-on exploration. Each volume underscores connections with the Common Core State Standards for Mathematics while highlighting the knowledge of learners, curriculum, instructional strategies, and assessment that pedagogical content knowledge entails. Resources and tasks are available at nctm.org/more4U.

Putting Essential Understanding of Addition and Subtraction

Science & Math

Janet H. Caldwell

Barbara J. Dougherty

Beth Kobett

Nature & Ecology

Do your students suppose that if the perimeter of a shape increases, the area also increases? Do they think that area is the product of base and height, without understanding that this applies only to parallelograms? Do they believe that a transformation happens only on or to a particular object and not the entire plane? What tasks can you offer-what questions can you ask-to determine what they know or don't know-and move them forward in their thinking? This book focuses on the specialized pedagogical content knowledge that you need to teach geometry effectively in grades 6-8. The authors demonstrate how to use this multifaceted knowledge to address the big ideas and essential understandings that students must develop for success with geometry-not only in their current work, but also in higher-level mathematics and a myriad of real-world contexts. Explore rich, research-based strategies and tasks that show how students are reasoning about and making sense of geometry. Use the opportunities that these and similar tasks provide to build on their understanding while identifying and correcting misunderstandings that may be keeping them from taking the next steps in learning.

Putting Essential Understanding into Practice: Geometry, 6–8

Hannah Slovin

Terry Crites

Improving Mathematics Instruction for All Students through Research-Based Approaches Research has long been recognized as a key component to building effective mathematics education for all grades. This 2014 issue of Annual Perspectives in Mathematics Education (APME) focuses on the core of NCTM's mission since its inception: supporting teachers to improve instruction through research-based approaches. The 24 chapters, written by leading mathematics educators and researchers, are grouped into five topic areas: Change; Problem Solving; Reasoning, Explaining, and Discourse; Seeing Structure and Generalizing; and Assessment for Teaching and Learning. These five sections feature a wide range of subjects and approaches that include how to create a classroom culture that encourages students to be persistent; strategies for building on students explanations in ways that invite them into discussions; methods for improving proficiency with the Common Core Standards for Mathematical Practices; ways to develop student mathematicians through formative assessment cycles; a framework for turning mathematical errors into springboards for learning. The results of the research presented here are exciting and provocative, and this inaugural issue of APME is sure to make an important contribution to supporting the teaching and learning of mathematics at all levels. Chapters include descriptions of the research projects, classroom examples, research observations, lesson plan development, and proven strategies that teachers can apply to the classroom. ABOUT Annual Perspectives in Mathematics Education (APME) NCTM s new flagship series is designed to provide a range of perspectives focused each year on a timely topic in mathematics education. APME will take on important subjects and issues, offering a wide range of authors (including classroom teachers, university researchers, and occasionally educators outside of mathematics education), targeting a diverse audience that reflects NCTM's membership, and featuring chapters that span the pre-K 16 spectrum.

Annual Perspectives in Mathematics Education 2014: Using Research to Improve Instruction

Amy Roth McDuffie

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Books by Karen Karp