Elementary and Middle School Mathematics: Teaching Developmentally: The Professional Development Edition for Mathematics Coaches and Other Teacher Leaders, 1st edition
Published by Pearson (March 23, 2012) © 2013
- John A. Van de Walle Virginia Commonwealth University
- Karen S. Karp Johns Hopkins University
- Jennifer M. Bay-Williams University of Louisville
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This Professional Development Edition is uniquely designed to help coaches and other teacher leaders make the most out of Elementary and Middle School Mathematics: Teaching Developmentally:
- A new Coach/Teacher Leader Guide to this Book follows the Preface to explain how the book can support coaches/teacher leaders facilitating various forms of professional development, including professional learning communities, school and districts workshops, one-on-one coaching situations, etc.
- Activities Matrix at the front of the book, lists each named and numbered Activity in Section II of the book and provides the main mathematical goal offering coaches a convenient way to find a specific kind of activity.
- Chapter-ending Coach/Teacher Leader Considerations boxes provide specific tips that coaches and other teacher leaders should keep in mind when working with mathematics teachers, whether one-on-one or in group settings.
- End-of-chapter Professional Learning Opportunities section offers two new headings: Discussion Questions help coaches and other teacher-leaders identify key issues in the chapter to foster productive conversations within teacher groups in a variety of professional development settings. Professional Development Activities suggest related activities and assignments for PD facilitators to help teachers enhance their practice and reflection.
- The accompanying PD Toolkit website provides a wealth of resources and tools to support professional development including video illustrating student thinking, Expanded Lesson Plans, templates, and Backline Masters. End-of-chapter PDToolkit Resource boxes show how these online resources correlate to specific chapters.
This book is uniquely designed to help coaches and other teacher leaders support teachers as they:
- Implement the NCTM and Common Core State Standards with a textual discussion (Chapter 1) the actual Common Core State Standards for Mathematical Practices and NCTM Teaching standards (App. A, B), and numerous references throughout the text and in Expanded Lessons.
- Prepare for problem-based mathematics instruction:
- Ideas provide clear and succinct exploration of the most critical concepts in mathematics to help teachers plan instruction around “big ideas” rather than isolated skills or concepts
- Mathematics Content Connections help readers be aware of the interaction of content as they help teachers plan lessons and diagnose student difficulties.
- New! Additional samples of real student work are included to illustrate student thinking and responses to problem-based assignments. Readers can see direct examples of the ideas suggested - glimpsing how students think about problems and how students’ written work on mathematical tasks looks. This increases awareness of how smart students are - and how high our expectations can be. Some student work demonstrates naïve understandings.
-
- Plan for all learners:
- New! Strategies for English language learners and students with disabilities are interwoven in the text in Section I (highlighted in Chapter 6). In Section II many Activities in each chapter now contain specific tips for accommodations.
- Revised! Expanded Lessons now include tips and strategies for English language learners and students with disabilities
- New! Formative Assessment Notes in every chapter in Section II help readers understand how to best help students.
-
- Become advocates for NCTM and reform-based curricula:
- Information on how to communicate with administrators and parents is included.
- NEW! Information is included on using NCTM and Common Core State Standards to inform instruction
-
- Effectively integrate technological tools to support teaching and learning with comprehensive coverage of new technologies and teaching strategies. Many of the Activities in the book include a technological component.
- Enhance their understanding of the mathematics that they will teach through numerous activities in each of the 16 content chapters
This Professional Development Edition is uniquely designed to help coaches and other teacher leadersmake the most out of Elementary and Middle School Mathematics: Teaching Developmentally:
- A new Coach/Teacher Leader Guide to this Book follows the Preface to explain how the book can support coaches/teacher leaders facilitating various forms of professional development, including professional learning communities, school and districts workshops, one-on-one coaching situations, etc.
- Activities Matrix at the front of the book, lists each named and numbered Activity in Section II of the book and provides the main mathematical goal offering coaches a convenient way to find a specific kind of activity.
- Chapter-ending Coach/Teacher Leader Considerations boxes provide specific tips that coaches and other teacher leaders should keep in mind when working with mathematics teachers, whether one-on-one or in group settings.
- End-of-chapter Professional Learning Opportunities section offers two new headings: Discussion Questions help coaches and other teacher-leaders identify key issues in the chapter to foster productive conversations within teacher groups in a variety of professional development settings. Professional Development Activities suggest related activities and assignments for PD facilitators to help teachers enhance their practice and reflection.
- The accompanying PD Toolkit website provides a wealth of resources and tools to support professional development including video illustrating student thinking, Expanded Lesson Plans, templates, and Backline Masters. End-of-chapter PDToolkit Resource boxes show how these online resources correlate to specific chapters.
This book is uniquely designed to help coaches and other teacher leaders support teachers as they:
- Implement the NCTM and Common Core State Standards with a textual discussion (Chapter 1) the actual Common Core State Standards for Mathematical Practices and NCTM Teaching standards (App. A, B), and numerous references throughout the text and in Expanded Lessons.
- Prepare for problem-based mathematics instruction:
- Ideas provide clear and succinct exploration of the most critical concepts in mathematics to help teachers plan instruction around “big ideas” rather than isolated skills or concepts
- Mathematics Content Connections help readers be aware of the interaction of content as they help teachers plan lessons and diagnose student difficulties.
- New! Additional samples of real student work are included to illustrate student thinking and responses to problem-based assignments. Readers can see direct examples of the ideas suggested - glimpsing how students think about problems and how students’ written work on mathematical tasks looks. This increases awareness of how smart students are - and how high our expectations can be. Some student work demonstrates naïve understandings.
-
- Plan for all learners:
- New! Strategies for English language learners and students with disabilities are interwoven in the text in Section I (highlighted in Chapter 6). In Section II many Activities in each chapter now contain specific tips for accommodations.
- Revised! Expanded Lessons now include tips and strategies for English language learners and students with disabilities
- New! Formative Assessment Notes in every chapter in Section II help readers understand how to best help students.
-
- Become advocates for NCTM and reform-based curricula:
- Information on how to communicate with administrators and parents is included.
- NEW! Information is included on using NCTM and Common Core State Standards to inform instruction
-
- Effectively integrate technological tools to support teaching and learning with comprehensive coverage of new technologies and teaching strategies. Many of the Activities in the book include a technological component.
- Enhance their understanding of the mathematics that they will teach through numerous activities in each of the 16 content chapters
- Preface
- Coach/Teacher Leader Guide to this Book
- Activities Matrix
- Section 1: Teaching Mathematics: Foundations and Perspectives
- Chapter 1 Teaching Mathematics in the 21st Century
- Chapter 2 Exploring What it Means to Know and Do Mathematics
- Chapter 3 Teaching through Problem Solving
- Chapter 4 Planning in the Problem-Based Classroom
- Chapter 5 Building Assessment into Instruction
- Chapter 6 Teaching Mathematics Equitably to All Children
- Chapter 7 Using Technological Tools to Teach Mathematics
- Section 2: Development of Mathematical Concepts and Procedures
- Chapter 8 Developing Early Number Concepts and Number Sense
- Chapter 9 Developing Meanings for the Operations
- Chapter 10 Helping Students Master the Basic Facts
- Chapter 11 Developing Whole-Number Place-Value Concepts
- Chapter 12 Developing Strategies for Addition and Subtraction Computation
- Chapter 13 Developing Strategies for Multiplication and Division Computation
- Chapter 14 Algebraic Thinking: Generalizations, Patterns, and Functions
- Chapter 15 Developing Fraction Concepts
- Chapter 16 Developing Strategies for Fraction Computation
- Chapter 17 Developing Concepts of Decimals and Percents
- Chapter 18 Proportional Reasoning
- Chapter 19 Developing Measurement Concepts
- Chapter 20 Geometric Thinking and Geometric Concepts
- Chapter 21 Developing Concepts of Data Analysis
- Chapter 22 Exploring Concepts of Probability
- Chapter 23 Developing Concepts of Exponents, Integers, and Real Numbers
John A. Van de Walle
The late John A.Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a mathematics education consultant who regularly gave professional development workshops for K-8 teachers in the United States and Canada. He visited and taught in elementary school classrooms and worked with teachers to implement student-centered math lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K-6 series and contributed to the Pearson School mathematics program, enVisionMATH. Additionally, he wrote numerous chapters and articles for the National Council of Teachers of Mathematics (NCTM) books and journals and was very active in NCTM, including serving on the Board of Directors, Chair of the Educational Materials Committee, and a frequent speaker at national and regional meetings.
Karen S. Karp
Karen S. Karp is a professor of mathematics education at the University of Louisville in Kentucky. Prior to entering the field of teacher education she was an elementary school teacher in New York. Karen is a co-author of Feisty Females: Inspiring Girls to Think Mathematically, which is aligned with her research interests on teaching mathematics to diverse populations. With Jennifer, Karen co-edited Growing Professionally: Readings from NCTM Publications for Grades K-8 and co-authored (along with Janet Caldwell) Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-Grade 2. She is a former member of the Board of Directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators (AMTE). She continues to work in classrooms with elementary and middle school students and with teachers at all levels who work with students with disabilities.
Jennifer M. Bay-Williams
Jennifer M. Bay-Williams is a professor of mathematics education at the University of Louisville (Kentucky). Jennifer has published many articles on teaching and learning in NCTM journals. She has also coauthored numerous books, including: Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-Grade 2, Math and Literature: Grades 6-8, Math and Nonfiction: Grades 6-8, and Navigating through Connections in Grades 6-8. She is the author of the Field Experience Guide for this book. Jennifer taught elementary, middle, and high school in Missouri and in Peru, and continues to work in classrooms at all levels with students and with teachers. Jennifer is on the Board of Directors for TODOS: Equity for All, Editor for the 2012 NCTM Yearbook, and past-president of the Association of Mathematics Teacher Educators (AMTE).
Jonathan Wray, technology contributor toElementary and Middle School Mathematics, Teaching Developmentally(6th-8th editions).
Jonathan Wray is the Instructional Facilitator for Secondary Mathematics Curricular Programs in the Howard County Public School System. He is the president of the Association of Maryland Mathematics Teacher Educators (AMMTE) and past president of the Maryland Council of Teachers of Mathematics (MCTM). He has been recognized for his expertise in infusing technology in mathematics teaching receiving the Outstanding Technology Leader in Education by the Maryland Society for Educational Technology (MSET). Jon is also actively engaged in NCTM, serving on the editorial panels of Teaching Children Mathematics and ON-Math. Mr. Wray has been a primary and intermediate grades classroom teacher, gifted/talented resource teacher, elementary mathematics specialist, curriculum and assessment developer, grant project manager, and educational consultant.
Nicole Rigelman
Nicole Rigelman is a professor of mathematics education at the Portland State University in Oregon. Nicole has published several articles on teaching and learning in NCTM journals and was a contributor for the 2nd Edition Developing Mathematical Ideas case-based professional development materials: Building a System of Tens and Making Meaning for Operations. She also served as a curriculum developer for the Bridges in Mathematics. Nicole was a middle school math teacher and K-12 mathematics curriculum specialist and continues to work in classrooms at all levels with students and with teachers. She serves on several mathematics advisory boards and was a member of the NCTM Assessment Task Force, the AMTE Teaching Resources Task Force, and co-leads AMTE’s Elementary Mathematics Specialists initiatives. Nicole is a former president of Teachers of Teachers of Mathematics (TOTOM) an affiliate of AMTE.
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