This book expands upon the guiding principles at the heart of Math Recovery® instruction, exploring their connections with learning theory, practical application in the classroom and their wider links to agreed concepts of high-quality mathematics teaching.
It provides a well-rounded overview of all major aspects of mathematics teaching including inquiry-based and constructivist approaches, planning and assessment, and strategies that offer children opportunities for reflection, satisfaction and increasing challenge.
Particular focus is placed on equitable and inclusive practices in mathematics and how we can develop teaching that connects with the abilities, cultures, and lived experiences of all children.
This is essential reading for all teachers familiar with the Math Recovery® approach and classroom mathematics teachers in elementary and primary schools everywhere seeking to enhance their own professional knowledge and understanding.
Beth L. Mac Donald is an associate professor in Early Childhood Mathematics Education in the School of Teaching and Learning at Illinois State University.
Jonathan N. Thomas is an associate professor of mathematics education and the chairperson of the Department of STEM Education at the University of Kentucky.
Daftar Isi
Chapter 1: Introduction
Chapter 2: Inquiry-Based Instruction
Chapter 3: Mathematics Learning Progressions And Multiple Student-Created Strategies
Chapter 4: Relationships Between Mathematics Teaching And Learning
Chapter 5: Planning Effective Mathematics Teaching
Chapter 6: Formative Assessments
Chapter 7: Monitoring Mathematics Learning
Chapter 8: Feedback And Discourse In Mathematics Instruction
Chapter 9: Grouping Students To Promote A Productive Struggle In Mathematics Instruction
Chapter 10: The Role Of Children’s Reflection In Mathematics Learning
Chapter 11: Equitable Mathematics Practices
Chapter 12: Connecting Back To NCTM Mathematics Teaching Practices And Common Core State Standards Of Mathematics Practices
Tentang Penulis
Jonathan N. Thomas is an associate professor of mathematics education and the chairperson of the department of STEM education at the University of Kentucky. After completing a Bachelor of Arts degree in Elementary Education at the University of Kentucky, Jonathan was a mathematics intervention specialist in public, private, and charter schools in the Cincinnati metropolitan area. While teaching, Jonathan completed a Masters of Arts in Education degree with a focus on education leadership and his Doctor of Education degree in mathematics education, both from the University of Cincinnati. Jonathan’s research focused on responsive and equitable teaching practices in the elementary classroom as well as children’s construction of mental imagery and use of gesture in foundational mathematical experiences. Jonathan has been the principal investigator on several projects, funded by the National Science Foundation, focused on these areas. Jonathan is also an associate editor of the School Science and Mathematics journal and Kentucky Center for Mathematics faculty associate.
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