A schoolwide solution for students’ mathematics success!
Do you sometimes start to teach a mathematics concept and feel like you’re staring at a sea of bewildered faces? What happens when you discover students previously learned a calculation trick or a mnemonic that has muddied their long-term understanding? When ‘rules’ seem to change from year to year, teacher to teacher, or school to school, mathematics can seem like a disconnected mystery for students. Clear up the confusion with a Mathematics Whole-School Agreement!
Expanded from the highly popular ‘Rules that Expire’ series of NCTM articles, this essential guide leads educators through the collaborative step-by-step process of establishing a coherent and consistent learner-centered and equitable approach to mathematics instruction. Through this work, you will identify, streamline, and become passionate about using clear and consistent mathematical language, notations, representations, rules, and generalizations within and across classrooms and grades. Importantly, you’ll learn to avoid ‘rules that expire’—tricks that may seem to help students in one grade but hurt in the long run. Features of this book include
· Abundant grade-specific examples
· Effective working plans for sustainability
· Barrier-busting tips, to-dos, and try-it-outs
· Practical templates and checklists
· PLC prompts and discussion points
When teachers unite across grades, students hit the ground running every year. Take the next step together as a team and help all your students build on existing understanding to find new success and most importantly, love learning and doing mathematics!
Inhoudsopgave
Foreword by Matthew R. Larson, and Robert Q. Berry III
About the Authors
Acknowledgements
Preface
Chapter 1: Jumping on Board: What is the Mathematics Whole School Agreement?
Chapter 2: Watching What We Say! Using Correct and Consistent Language
Chapter 3: Symbol Sense is Foundational: Noting the Importance of Precise Notation
Chapter 4: Mental Images that Last: Cohesive and Consistent Representations
Chapter 5: Why was I Taught That? Evaluating Rules that Expire
Chapter 6: Building Generalizations: Developing Instructional Strategies the MWSA Way
Chapter 7: Embodying the MWSA in Every Lesson: No Teaching by Telling!
Chapter 8: Getting to the Nitty Gritty: Building and Enacting the MWSA
Chapter 9: Sharing Successes from the Field: MWSA Heroes Tell their Stories!
References
Index
Over de auteur
Barbara J. Dougherty is the past director of the Curriculum Research & Development Group and a professor in the College of Education at the University of Hawai‘i at Mãnoa. She is a former member of the board of directors of the National Council of Teachers of Mathematics and is theco-chair of the Mathematics/Special Education Workgroup, a partnership between the NCTM and the Council for Exceptional Children. She servedon the author panel for the What Works Clearinghouse Practice Guide on assisting elementary school students who have difficulty learning mathematics for the U.S. Department of Education Institute of Education Sciences. She is the author or coauthor of approximately 22 book chapters, 29 articles, and 36 books, including MPower: A Pathway to Understanding Algebra. Her research, funded by more than $11.5 million in grants, emphasizes supporting students who struggle in middle and high school, with a focus on algebra. She holds teaching certifications in middle and high school mathematics and K–12 special education.
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