From two math coaches who really know how
Have you ever wished there were a single resource to help you tackle your most persistent teaching issues once and for all? To engage students in more meaningful ways? To provide the tools you need to increase students’ understanding of key mathematical concepts? All at the same time! Math coaches Thomasenia Lott Adams and Joanne La Framenta have just written it.
Written especially for grade 3-5 teachers, Math Know-How is organized around real questions Adams and La Framenta have fielded from real teachers—questions that have remained remarkably consistent across the hundreds of educators they have advised . Now these two coaches share their hard-won wisdom with you, including how to
- Employ strategies to connect instruction to the CCSS, especially the Mathematical Practices
- Negotiate the wide range of lesson planning and instructional choices
- Catch up when you fall behind your pacing guide
- Explore the myriad possibilities for exploiting technology in the classroom
- Engage students with diverse learning needs
Read this book cover to cover and start asking and answering questions of your own about your teaching practice.
‘As we shift from individual standards to the Common Core State Standards for Mathematics, this book will be a valuable resource in establishing strategies and instructional techniques to better equip teachers for the overwhelming transition.’
—Nena Mathews, Math/Science Teacher, Florence, SC
Inhoudsopgave
Preface
Acknowledgments
About the Authors
1. Common Core State Standards for Mathematics: Mathematics Content and Mathematical Practices
Creating the Common Core State Standards for Mathematics
Theoretical Basis of the Common Core State Standards for Mathematics
Structure of the Common Core State Standards for Mathematics
Two Brief Notes
Summary
Questions and Tasks for Reflection
2. Making Mathematics Teaching Decisions
Learning: The Primary Purpose of School and the Primary Goal of Teaching
The Nature of Learning
Formative Assessment: Discovering the Prior Knowledge
Types of Formative Assessment Practices
Making the Decisions of Teaching
Summary
Questions and Tasks for Reflection
3. Using the Pacing Guide Effectively
Pacing Guides for Mathematics Instruction
Role of the Mathematics Pacing Guide
How Do Mathematics Standards Influence the Pacing Guide?
Pacing and Mastery
Summary
Questions and Tasks for Reflection
4. Approach to Planning Mathematics Instruction
Perspective: Mathematics Content
Perspective: Models of Instruction
4-A Way to Mathematical Success
Overarching Instructional Strategies
Summary
Questions and Tasks for Reflection
5. Facilitating Differentiated Instruction
Introduction to Differentiated Instruction
Specific Points About Differentiated Instruction
Summary
Questions and Tasks for Reflection
6. Teaching and Learning Mathematics With Manipulatives
Young Students Learn Best When Mathematics Is Linked to a Real-World Context
Selection of Manipulatives
Use of Manipulatives
Tools in the Practice Standards
Summary
Questions and Tasks for Reflection
7. Appropriate Use of Technology
Technology in the Classrooms
Technology for the Learner
Effective Implementation in the Classroom
Evaluating the Use of the Technology
Technology for the Teacher
Summary
Questions and Tasks for Reflection
8. Reflecting on the Teaching Practice of Mathematics
What Is Reflection on Teaching?
Connecting Anticipations and Results
Measuring the Outcomes
The Formal Reflection Process
Summary
Questions and Tasks for Reflection
9. Understanding the Learner
The Expectations From the Common Core State Standards Initiative (CCSSI)
The Special Case of Gloria Jean Merriex
Culturally Responsive Teaching
Summary
Questions and Tasks for Reflection
10. Mathematics Assessment 101
Introduction
Summative Assessment
Authentic Assessment
Summary
Questions and Tasks for Reflection
11. Conclusion
All Eyes on Mathematics Education
Appendix: Resources for Teachers
References
Index
Over de auteur
Joanne La Framenta is a retired middle school mathematics teacher with a master’s degree in teaching from the University of Chicago. She taught in public schools for more than thirty years in elementary, middle, and high school, as well as in community college and university levels. Her career as a teacher of middle school mathematics began in 1985, in California as the state began an ambitious program of reform, an effort to improve both mathematics teaching and learning. She is a National Board Certified Teacher of Early Adolescence/Mathematics. She graduated from the University of Florida in the summer of 2011, with a degree of Doctor of Philosophy in Curriculum and Instruction, emphasis in mathematics education. She now serves as a research associate and adjunct instructor at the University of Florida.
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