1  50
Next
Number of results to display per page
 Smith, Margaret Schwan, author.
 Thousand Oaks, California : Corwin : National Council of Teachers of Mathematics, [2019]
 Description
 Book — xxix, 194 pages : color illustrations ; 26 cm
 Summary

 Setting goals and selecting tasks
 Anticipating student responses
 Monitoring student work
 Selecting and sequencing student solutions
 Connecting student solutions
 Looking back and looking ahead.
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .S56518 2019  Unknown 
 Kreisberg, Hilary, 1988 author.
 Lanham, Maryland : Rowman & Littlefield, [2019]
 Description
 Book — xii, 197 pages : illustrations ; 24 cm
 Summary

 Acknowledgments Introduction
 Chapter 1: Why is Math Taught Differently than When I Learned it?
 Chapter 2: Mindset
 Chapter 3: Early Numeracy
 Chapter 4: Tell me in Layman's Terms: Speaking the Educational Jargon
 Chapter 5: Understanding Whole Number Addition & Subtraction
 Chapter 6: Understanding Whole Number Multiplication & Division
 Chapter 7: Fractions
 Chapter 8: Preparing Students for the Future: Beyond Elementary Mathematics
 Chapter 9: What You Can Do at Home Conclusion Glossary About the Authors.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .K74 2019  Unknown 
 Hanlon, Bill, 1950 author.
 Lanham, Maryland : Rowman & Littlefield, [2019]
 Description
 Book — xiii, 149 pages : illustrations ; 23 cm
 Summary

 Preface Introduction Ch.
 1 Math Unlike Other Subjects Ch.
 2 Belief Systems & Student Achievement Ch.3 Protocols & Expectations Ch.
 4 Preparation Affects Everything Ch.
 5 Instruction Really Matters Ch.
 6 Writing it Down Ch.
 7 Making Homework Worthwhile Ch.
 8 Test Prep, Light at the End of the Tunnel Ch.
 9 The Test, Where the Rubber Hits the Road Ch.
 10 Cultivating Parent & Community Support Ch.
 11 Teacher Evaluations Ch.
 12 Summing it Up.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA11.2 .H375 2019  Unknown 
 Cambridge, MA : Academic Press, an imprint of Elsevier, [2019]
 Description
 Book — xxii, 355 pages : illustrations ; 23 cm.
 Summary

 1. Introduction: Cognitive Foundations of Mathematics Interventions and Early Numeracy Influences David C. Geary, Daniel B. Berch, and Kathleen Mann Koepke
 2. The Effects of SES, GradeRepeating, and IQ in a GameBased Approximate Math Intervention Josh Langfus, Alejandro Maiche, Dinorah De Leon, Dahiana Fitipalde, Alvaro Mailhos, and Justin Halberda
 3. Role of Play and Games in Building Children's Foundational Numerical Knowledge Geetha B. Ramani, Emily N. Daubert, and Nicole R. Scalise
 4. Understanding the Link between the Approximate Number System and Math Abilities Melissa E. Libertus
 5. Mathematical Development in Early Home Environment Susan C. Levine, Dominic J. Gibson, and Talia Berkowitz
 6. From Cognition to Curriculum to Scale Julie Sarama and Douglas H. Clement
 7. Development of Mathematical Language in Preschool and its Role in Learning Numeracy Skills David J. purpura, Amy R. Napoli, and Yemimah King
 8. Early Numeracy Skills Learning and Learning DifficultiesEvidencebased Assessment and Interventions Pirjo Aunio
 9. Improving the Mathematical Knowledge of AtRisk Preschool Children: Two Approaches to Intensifying Early Math Intervention Alice Klein, Prentice Starkey, and Lydia DeFlorio
 10. The Use of Analogies in Mathematics Instruction: Affordances and Challenges Xenia Vamvakoussi
 11. The Role of Visual Representations in Mathematical Word Problems Asha K. Jitendra and John Woodward
 12. The Role of Cognitive Processes in Treating Mathematics Learning Difficulties Lynn S. Fuchs, Douglas Fuchs, Amelia S. Malone, Pamela M. Seethaler, and Caitlin Craddock
 13. Explanations and Implications of Diminishing Intervention Impacts Across Time Drew Bailey.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .C638 2019  Unknown 
 Newton, Nicki, author.
 New York : Routledge, Taylor & Francis Group, 2019.
 Description
 Book — x, 227 pages : illustrations ; 27 cm
 Summary

 Contents
 Meet the Author
 Acknowledgements
 Introduction
 Chapter 1: An Introduction to Daily Math Routines in Action
 Chapter 2: A Deeper Dive into Daily Math Thinking Routines
 Chapter 3: Creating the Community of Public Thinking Mathematicians
 Chapter 4: The Art and Science of Questioning During Daily Mathematical Thinking Routines
 Chapter 5: Rotating Rigorous Thinking Routines
 Chapter 6: Number Flexes: Daily Routines
 Chapter 7: Math Vocabulary
 Chapter 8: Problem Solving as a Daily Routine
 Chapter 9: Action Planning.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .N4845 2019  Unknown 
 SanGiovanni, John, author.
 Thousand Oaks, California : Corwin, a SAGE Company, [2019]
 Description
 Book — 145 pages : illustrations (some color) ; 28 cm
 Summary

 Part I: Why JumpStart Routines? The First Few Minutes of Mathematics Class Why the Traditional Warmup Doesn't Work The Problem with Going Over Homework Jumpstart Routines: New Warmups for a New Era Routines for Reasoning in Mathematics Routines for Improving Number Sense and Fluency Building Number Sense and Fluency Over Time with Routines 10,000 Hours of Practice Routines that Satisfy the Need for Quality Practice Routines for Achieving Improved Performance Routines for Rehabilitating Number Pluckers, Pluggers, and Crunchers Routines for Growth Mindset Routines to Honor and Leverage Errors Routines to Actively Develop Confidence Implementing JumpStart Routines Routines that are Ready for Use Flexible Use Timing of Routines: How Long? When? Which Routines to Use? Plan for the Routine Select the Routine Routines Set the Stage for Meaningful Discourse Practical Advice for Routines Modify, Modify, Modify Identifying or Creating the Content or Topics Using Routines Formatively Be Committed and Creative Part II: The Routines Picture It Where's the Point? Is This the End? That's a Fact Math Yapper Broken Numbers It's About The Best Tool Relating Three Two Columns Numbered Star Switcharoo Express It Relating Without Calculating More or Less Somewhere in Between Patterns and Generalizations If I know This What It Takes to Make Two Truths and a Lie Part III: Where to Go Next Make a Plan Identify Content for Routines Identify Routines Determine the Rotation Give It Time Set Goals Adjust to Their Adjustments Further Modifying Routines Design Your Own Routines Work Collaboratively and Share the Load Jumpstart Mathematics Engagement, Number Sense, and Reasoning.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .S2575 2019  Unknown 
 Milou, Eric, author.
 Thousand Oaks, California : Corwin, a SAGE Company, [2019]
 Description
 Book — 98 pages : illustrations ; 28 cm
 Summary

 Part 1: Why JumpStart Routines? The First Few Minutes of Mathematics Class Why the Traditional Warmup Doesn't Work The Problem with Going Over Homework Jumpstart Routines: New Warmups for a New Era Routines for Reasoning in Mathematics Routines for Improving Number Sense and Reasoning 10,000 Hours of Practice Routines that Satisfy the Need for Quality Practice Routines for Achieving Improved Performance Routines for Rehabilitating Number Pluckers, Pluggers, and Crunchers Routines for Growth Mindset Routines to Honor and Leverage Errors Routines to Actively Develop Confidence Implementing JumpStart Routines Routines that are Ready for Use Flexible Use Timing of Routines: How Long? When? Which Routines to Use? Plan for the Routine Select the Routine Use Routines to Set the Stage for Meaningful Discourse Practical Advice for Routines Modify, Modify, Modify Identify or Create the Content or Topics Use Routines Formatively Be Committed and Creative
 Part 2: JumpStart Routines Routine #1: Missing Numbers Algebra Number and Quantity Geometry Routine #2: Order Me On the Number Line Algebra Functions Geometry Data Analysis Routine #3: More or Less Algebra Geometry Data Analysis Routine #4: Two Wrongs and a Right Algebra Geometry Routine #5: A or B Algebra Geometry
 Part 3: Where to Go Next Make a Plan Identify Content for Routines Identify Routines Determine the Rotation Give It Time Set Goals Adjust to Their Adjustments Further Modifying Routines Design Your Own Routines Work Collaboratively and Share the Load Jumpstart Mathematics Engagement, Number Sense, and Reasoning.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA11.2 .M556 2019  Unknown 
 New York, NY : Routledge, Taylor & Francis Group, 2019.
 Description
 Book — xvii, 213 pages : illustrations ; 23 cm.
 Summary

 Introduction: Briding the Gap Between Research and Practice in Early Mathematics JieQi Chen, Jennifer S. McCray, and Janet Eisenband Sorkin
 Chapter 1: Mathematical Language and Early Math Learning Janet Eisenband Sorkin and Jennifer S. McCray with Susan Levine
 Chapter 2: The Role of Adult and Environmental Input in Children's Math Learning Donna Johnson & Lisa Ginet with Kelly Mix
 Chapter 3: The Use of Concrete Objects in Early Mathematical Learning JieQi Chen and Jeanine Brownell with David Uttal
 Chapter 4: The Role of Gesture in Teaching and Learning Math Mary HynesBerry and Jennifer S. McCray with Susan GoldinMeadow
 Chapter 5: Variability in Children's Mathematical Thinking and Learning Laura Grandau and Rebeca Itzkowich with Robert Siegler
 Chapter 6: Pathways to Basic Combination Fluency in the Primary Grades Jeanine O'Nan Brownell & Mary HynesBerry with Arthur J. Baroody
 Chapter 7: Math Anxiety and Math Performance: How do they relate? Lisa Ginet and Rebeca Itzkowich with Erin Maloney Conclusion Jennifer S. McCray, Janet Eisenband Sorkin, and JieQi Chen.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .G76 2019  Unknown 
 Dixon, Juli K. author.
 Bloomington, IN : Solution Tree Press, [2019]
 Description
 Book — viii, 79 pages : illustrations ; 28 cm
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA11 .D56287 2019  Unknown 
 BayWilliams, Jennifer M., author.
 Alexandria, VA : ASCD ; Reston, VA : National Council of Teachers of Mathematics, [2019]
 Description
 Book — xiii, 187 pages : illustrations ; 26 cm
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .B39425 2019  Unknown 
11. The mathematics lessonplanning handbook, grades 35 : your blueprint for building cohesive lessons [2019]
 Miles, Ruth Harbin, author.
 Thousand Oaks, California : Corwin, [2019]
 Description
 Book — xxiii, 221 pages : illustrations ; 28 cm
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA11.2 .M55 2019  Unknown 
 Newton, Nicki, author.
 New York : Routledge, Taylor & Francis Group, 2019.
 Description
 Book — xvi, 246 pages : illustrations ; 26 cm
 Summary

 Contents Meet the Team Foreword (by Dr. Karen Hickman) Preface Acknowledgements
 Chapter 1: Introduction
 Chapter 2: Mathematizing Your District: Developing a Common Language
 Chapter 3: Mathematizing Your District: Building on Shared Knowledge
 Chapter 4: Mathematizing Your Staff
 Chapter 5: Mathematizing Your Campus
 Chapter 6: Mathematizing Your Classroom
 Chapter 7: Mathematizing Your Students
 Chapter 8: Mathematizing Your Intervention and Enrichment
 Chapter 9: Mathematizing Your Parents
 Chapter 10: Action Planning.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA11.2 .N53 2019  Unknown 
 Boaler, Jo, 1964 author.
 First edition.  San Francisco : JosseyBass, a Wiley Brand, [2019]
 Description
 Book — v, 266 pages : illustrations (chiefly color) ; 28 cm
 Summary

 Introduction
 1 LowFloor, HighCeiling Tasks
 2 Youcubed Summer Camp
 3 Memorization versus Conceptual Engagement
 4 Mathematical Thinking, Reasoning, and Convincing
 5 Big Ideas
 9 Structure of the Book
 10 Note on Materials
 16 Manipulatives and Materials Used in This Book
 17 Activities for Building Norms
 19 Encouraging Good Group Work
 19 Paper Folding: Learning to Reason, Convince, and Be Skeptical
 21 Big Idea
 1: Taking Apart Prisms and Polygons
 24 Visualize: How Big Is the Footprint?
 26 Play: Shards of a Shape
 38 Investigate: Rising from the Footprint
 46 Big Idea
 2: Folding and Unfolding Objects
 57 Visualize: Folding Cubes in Your Mind
 60 Play: Folding Nets in Your Mind
 70 Investigate: Filling Our Nets
 85 Big Idea
 3: Expanding the Number Line
 92 Visualize: Folding around Zero
 94 Play: Bouncing around the Number Line
 101 Investigate: Going 2D
 107 Big Idea
 4: Finding and Using Unit Rates
 116 Visualize: Seeing Unit Rates
 118 Play: Seeing the Best Deal
 128 Investigate: How Fast Do You Walk?
 136 Big Idea
 5: Reasoning with Proportions
 142 Visualize: Jump! Jump!
 144 Play: Seeing Animals in a New Way
 149 Investigate: A Seat at the Table
 156 Big Idea
 6: Visualizing the Center and Spread of Data
 164 Visualize: The Shape of Data
 167 Play: What Does Mean Mean?
 178 Investigate: When Does Mean = Median = Mode = Range?
 185 Big Idea
 7: Using Symbols to Describe the World
 192 Visualize: Cuisenaire Rod Equivalents
 195 Play: Math Mobiles
 204 Investigate: Radial Patterns
 215 Big Idea
 8: Generalizing
 221 Visualize: Generalizing Number Patterns
 223 Play: Generalizing Strategy
 230 Investigate: Generalizing Visual Patterns
 239
 Appendix 246 Centimeter Grid Paper
 247 Grid Paper
 248 1" Grid Paper
 249 Isometric Dot Paper
 250 Dot Paper
 251 About the Authors
 252 Acknowledgments
 254 Index 255.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA20 .G35 B6296 2019  Unknown 
14. No more math fact frenzy [2019]
 Portsmouth, NH : Heinemann, [2019]
 Description
 Book — x, 101 pages : illustrations ; 23 cm.
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .N64 2019  Unknown 
 Blackburn, Barbara R., 1961 author.
 New York, NY : Routledge, Taylor & Francis Group, 2019.
 Description
 Book — xv, 173 pages : illustrations ; 26 cm.
 Summary

 1. Introduction
 2. Creating a Rigorous Environment
 3. Expectations
 4. Support and Scaffolding
 5. Demonstration of Learning
 6. Assessment
 7. Collaborating to Improve Rigor.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA11.2 .B53 2019  Unknown 
 Almarode, John, author.
 Thousand Oaks, California : Corwin, a Sage Company, [2019]
 Description
 Book — xvi, 260 pages : illustrations (some color) ; 24 cm.
 Summary

 List of Videos Acknowledgments About the Authors Introduction What Works Best What Works Best When The Path to AssessmentCapable Visible Learners in Mathematics How This Book Works
 Chapter 1. Teaching With Clarity in Mathematics Components of Effective Mathematics Learning Surface, Deep, and Transfer Learning Moving Learners Through the Phases of Learning Differentiating Tasks for Complexity and Difficulty Approaches to Mathematics Instruction Checks for Understanding Profiles of Three Teachers Reflection
 Chapter 2. Teaching for the Application of Concepts and Thinking Skills Ms. Buchholz and the Relationship Between Multiplication and Division Ms. Mills and Equivalent Fractions and Decimals Ms. Campbell and the Packing Problem Reflection
 Chapter 3. Teaching for Conceptual Understanding Ms. Buchholz and the Meaning of Multiplication Ms. Mills and Representing Division as Fractions Ms. Campbell and the Volume of a Rectangular Prism Reflection
 Chapter 4. Teaching for Procedural Knowledge and Fluency Ms. Buchholz and Fluent Division Strategies Ms. Mills and Comparing Fractions Ms. Campbell and Computing Volume Reflection
 Chapter 5. Knowing Your Impact: Evaluating for Mastery What Is Mastery Learning? Ensuring Tasks Evaluate Mastery Ensuring Tests Evaluate Mastery Feedback for Mastery Conclusion Final Reflection Appendices A. Effect Sizes B. Planning for Clarity Guide C. Learning Intentions and Success Criteria Template D. A Selection of International Mathematical Practice or Process Standards References Index.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA10.5 .A46 2019  Unknown 
 Almarode, John, author.
 Thousand Oaks, California : Corwin, a SAGE Company, [2019]
 Description
 Book — xv, 268 pages ; 24 cm.
 Summary

 List of Videos Acknowledgments About the Authors Introduction What Works Best What Works Best When The Path to AssessmentCapable Visible Learners in Mathematics How This Book Works
 Chapter 1. Teaching With Clarity in Mathematics Components of Effective Mathematics Learning Surface, Deep, and Transfer Learning Moving Learners Through the Phases of Learning Differentiating Tasks for Complexity and Difficulty Approaches to Mathematics Instruction Checks for Understanding Profiles of Three Teachers Reflection
 Chapter 2. Teaching for the Application of Concepts and Thinking Skills Mr. Southall and Number Combinations Ms. McLellan and Unknown Measurement Values Ms. Busching and the EverExpanding Number System Reflection
 Chapter 3. Teaching for Conceptual Understanding Mr. Southall and Patterns Ms. McLellan and the Meaning of the Equal Sign Ms. Busching and the Meaning of Addition Reflection
 Chapter 4. Teaching for Procedural Knowledge and Fluency Mr. Southall and Multiple Representations Ms. McLellan and Equality Conjectures Ms. Busching and Modeling Subtraction Reflection
 Chapter 5. Knowing Your Impact: Evaluating for Mastery What Is Mastery Learning? Ensuring Tasks Evaluate Mastery Ensuring Tests Evaluate Mastery Feedback for Mastery Conclusion Final Reflection Appendices A. Effect Sizes B. Teaching for Clarity Planning Guide C. Learning Intentions and Success Criteria Template D. A Selection of International Mathematical Practice or Process Standards References Index.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .A46 2019  Unknown 
18. We reason & we prove for all mathematics : building students' critical thinking, grades 612 [2019]
 Thousand Oaks, California : Corwin, a SAGE Company, [2019]
 Description
 Book — xx, 239 pages : illustrations (some color) ; 24 cm
 Summary

 Preface Acknowledgements About the Authors
 Chapter 1 Setting the Stage Are Reasoning and Proving Really What You Think? Supporting Background and Contents of This Book What is Reasoning and Proving in Middle and High School Mathematics? Realizing the Vision of ReasoningandProving in Middle and High School Mathematics Discussion Questions
 Chapter 2 Convincing Students Why Proof Matters Why Do We Need to Learn How To Prove? The Three Task Sequence Engaging in the Three Task Sequence,
 Part 1: The Squares Problem Engaging in the Three Task Sequence,
 Part 2: Circle and Spots Problem Engaging in the Three Task Sequence,
 Part 3: The Monstrous Counterexample Analyzing Teaching Episodes of the Three Task Sequence: The Cases of Charlie Sanders and Gina Burrows Connecting to Your Classroom Discussion Questions
 Chapter 3 Exploring the Nature of ReasoningandProving When is an Argument a Proof? The ReasoningandProving Analytic Framework Developing Arguments Developing a Proof Reflecting on What You've Learned about Reasoning and Proving Revisiting the Squares Problem from
 Chapter 2 Connecting to Your Classroom Discussion Questions
 Chapter 4 Helping Students Develop the Capacity to ReasonandProve How Do You Help Students Reason and Prove? A Framework for Examining Mathematics Classrooms Determining How Student Learning is Supported: The Case of Vicky Mansfield Determining How Student Learning is Supported: The Case of Nancy Edwards Looking Across the Cases of Vicky Mansfield and Nancy Edwards Connecting to Your Classroom Discussion Questions
 Chapter 5 Modifying Tasks to Increase the ReasoningandProving Potential How Do You Make Tasks ReasoningandProving Worthy? Returning to the Effective Mathematics Teaching Practices Examining Textbooks or Curriculum Materials for ReasoningandProving Opportunities Revisiting the Case of Nancy Edwards Continuing to Examine Tasks and Their Modifications ReExamining Modifications Made to Tasks Through a Different Lens Comparing More Tasks with their Modifications Strategies for Modifying a Task to Enhance Students' Opportunities to ReasonandProve Connecting to Your Classroom Discussion Questions
 Chapter 6 Using Context to Engage in ReasoningandProving How Does Context Affect ReasoningandProving? Considering Opportunities for ReasoningandProving Solving the Sticky Gum Problem Analyzing Student Work from the Sticky Gum Problem Analyzing Two Different Classroom Enactments of the Sticky Gum Problem Connecting to Your Classroom Discussion Questions
 Chapter 7 Putting it All Together Key Ideas at the Heart of this Book Tools to Support the Teaching of ReasoningandProving Putting the Tools to Work Moving Forward in Your PLC Discussion Questions Appendix A Developing a Need for Proof: The Case of Charlie Sanders Appendix B Motivating the Need for Proof: The Case of Gina Burrows Appendix C Writing and Critiquing Proofs: The Case of Vicky Mansfield Appendix D Pressing Students to Prove It: The Case of Nancy Edwards Appendix E Making Sure that All Students Understand: The Case of Calvin Jenson Appendix G Helping Students Connect Pictorial and Symbolic Representations: The Case of Natalie Boyer References.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA11.2 .W4225 2019  Unknown 
 Reston, VA : National Council of Teachers of Mathematics, [2018]
 Description
 Book — viii, 183 pages : illustrations ; 26 cm
 Summary

Promoting empowerment, meaningful participation, and success for each and every student. Access and Equity: Promoting HighQuality Mathematics in Grades 35 examines the challenges related to access, equity, and empowerment faced by students making the critical transition into mathematics of the third through fifth grades. It provides guidance for making these essential improvements in practice: Finding ways to reframe common beliefs about nondominant students and communities Meeting the linguistic demands in mathematics classrooms for emerging bilingual students Adopting approaches that engage all students in mathematical discourse Implementing professional development that can make an impact with culturally and linguistically diverse students The third through fifth grades are a crucial period when educational imbalances begin to take hold, as inequities in resources and expectations become more pronounced and significant. This book will help teachers provide a challenging, effective mathematics education for each and every student in those classrooms, and thus fully implement the Access and Equity Principle in NCTM's Principles to Actions: Ensuring Mathematical Success for All.
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA13 .A32924 2018  Unknown 
 Reston, VA : National Council of Teachers of Mathematics, [2018]
 Description
 Book — viii, 161 pages : illustrations (some color) ; 26 cm
 Summary

Access and Equity: Promoting HighQuality Mathematics in Grades 912 examines issues related to access, equity, and empowerment faced by students as they prepare for college, technical schools, or joining the workforce. Its chapters are organized across three main themes: Engaging students in equitybased classroom projects Developing students' positive mathematical identities Encouraging teachers to reflect on their own equitable beliefs and practices Encouraging teachers to reflect on their own equitable beliefs and practices. Each chapter is designed to show the power of building on students' interests, communities, and strengths to engage them with rigorous mathematics content. This book will help teachers provide each and every student with the challenging mathematics education they need for future success, thereby fully implementing the Access and Equity Principle in NCTM's Principles to Actions: Ensuring Mathematical Success for All.
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA13 .A32926 2018  Unknown 
 Kolis, Mickey, 1954 author.
 Lanham : Rowman & Littlefield, [2018]
 Description
 Book — xii, 215 pages : illustrations ; 24 cm
 Summary

 Foreword Acknowledgements Introduction
 Section 1: Brainball (Math Edition)  Why Social Studies Matter
 Chapter 1: Brainball (Math Edition)  The Point of the Game is Learning
 Chapter 2: The Big Ideas: Product, Process, and Community aligned with Purpose
 Chapter 3: Brainball (Math Edition) Beliefs (Dispositions)
 Chapter 4: Brainball (Math Edition) Key Knowledge Categories
 Chapter 5: Brainball (Math Edition) Skills
 Section 2: Preparing to Coach the Game
 Chapter 6: Tip
 1: Keep the EndinMind
 Chapter 7: Tip
 2: Play the Game
 Chapter 8: Tip
 3: Competitions as Evaluations
 Chapter 9: Tip
 4: Sequences matter
 Chapter 10: Tip
 5: Explicit Communications
 Section 3: DaytoDay Lesson Plans: Brainball Illuminated
 Chapter 11: Algebra: Lesson
 1: Cups challenge Lesson
 2: Observations Lesson
 3: Dependent vs Independent Variables Lesson
 4: Writing Problem Statements Lesson
 5: Picking Problem Statements Lesson
 6: Statistical Investigation Lesson
 7: Gathering Information: Linear Models Lesson
 8: Gathering More Information: Residuals Lesson
 9: Gathering More Information: Go Least Squares Regression Line Lesson
 10: Gathering More Information: Residual Plots Lesson
 11: Gathering More Information: Correlation Coefficient Lesson
 12: Gathering More Information: Association Doesn't Imply Causation Lesson
 13: Gathering More Information: Correlation Coefficient Squared Lesson
 14: Team Assessment Lesson
 15: Individual Assessment: Barbie Bungee
 Chapter 12: A Geometry Example Conclusion Appendices Appendix A: Cups Challenge Team Role Cards Appendix B: Team Role Cards Appendix C: Correlation Stations Directions Appendix D: Association Toolkit Appendix E: Independent and Dependent Variables Matching Cards Appendix F: Team Project Scoring Guide Appendix G: Observations Handout
 Appendix H: Idea Evaluator
 Appendix I: Colors Activity Data Table Appendix J: Lines of Best Fit Examples Appendix K: You are What you Eat Appendix L: Fortune Cookie Questions Appendix M: Go Crickets! Handout Appendix N: Olympics Handout Appendix O: Scatter Plot and Residual Plot Matching Cards Appendix P: Correlation Coefficient Matching Cards Appendix Q: Correlation Coefficient Activity Appendix R: Arm Span vs Height Activity Handout Appendix S: The Barbie Bungee Drop Handout Appendix T: Spaghetti Marshmallow Challenge Role Cards Appendix U: Quadrilateral Toolkit.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA20 .G35 K65 2018  Unknown 
 Reston, VA : National Council of Teachers of Mathematics, [2018]
 Description
 Book — xiii, 107 pages : illustrations ; 26 cm
 Summary

 Preface: the purpose of catalyzing change
 The purposes of school mathematics
 Creating equitable structures
 Implementing equitable instruction
 Essential concepts in high school mathematics
 Organizing high school mathematics
 Catalyzing change: next steps.
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA13 .C38 2018  Unknown 
 Dillon, Frederick L., author.
 Thousand Oaks, California : Corwin, [2018]
 Description
 Book — xxxvi, 465 pages : illustrations ; 28 cm
 Summary

 Acknowledgments Letter to High School Mathematics Teachers Letter to High School Principals Introduction A Brief History of the Common Core The Common Core State Standards for Mathematics Instructional Shifts Major Work of High School Common Core Word Wall The Common Core Standards for Mathematical Practice Effective Teaching Practices How to Use This Book Reflection Questions
 1. Modeling Conceptual Category Overview Sample Unit Planning Page Reflection Questions: Modeling
 2. Number and Quantity Conceptual Category Overview Suggested Materials Number and Quantity  Overarching Key Vocabulary Domain: The Real Number System (N.RN) Domain: Quantities (N.Q) Domain: The Complex Number System (N.CN) Domain: Vector & Matrix Quantities
 3. Algebra Conceptual Category Overview Suggested Materials Algebra  Overarching Key Vocabulary Domain: Seeing Structure in Expressions (A.SSE) Domain: Arithmetic with Polynomials and Rational Expressions (A.APR) Domain: Arithmetic Creating Equations (A.CED) Domain: Reasoning with Equations and Inequalities (A.REI)
 4. Functions Conceptual Category Overview Suggested Materials Functions  Overarching Key Vocabulary Domain: Interpreting Functions (F.IF) Domain: Building Functions (F.BF) Domain: Linear, Quadratic, and Exponential Models (F.LE) Domain: Trigonometric Functions (F.TF)
 5. Geometry Conceptual Category Overview Suggested Materials Geometry  Overarching Key Vocabulary Domain: Congruence (G.CO) Domain: Similarity, Right Traingles, and Trigonometry (G.SRT) Domain: Circles (G.C) Domain: Expressing Geometric Properties with Equations (G.GPE) Domain: Geometric Measurement and Dimension (G.GMD) Domain: Modeling with Geometry (G.MG)
 6. Statistics and Probability Conceptual Category Overview Suggested Materials Statistics and Probability  Overarching Key Vocabulary Domain: Interpreting Categorical and Quantitative Data (S.ID) Domain: Making Inferences and Justifying Conclusions (S.IC) Domain: Conditional Probability and the Rules of Probability (S.CP) Domain: Using Probability to make Decisions (S.MD) Resources Reproducibles Additional Resources About the Authors.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .D553 2018  Unknown 
24. Counting on Katherine [2018]
 Becker, Helaine author.
 First edition.  New York : Henry Holt and Company, 2018.
 Description
 Book — 1 volume (unpaged) : color illustrations ; 29 cm
 Summary

"You've likely heard of the historic Apollo 13 [mission]. But do you know about the mathematical genius who made sure that Apollo 13 returned safely home? As a child, Katherine Johnson loved to count. She counted the steps on the road, the number of dishes and spoons she washed in the kitchen sink, everything! Boundless, curious, and excited by calculations, young Katherine longed to know as much as she could about math, about the universe. From Katherine's early beginnings as a gifted student to her heroic accomplishments as a prominent mathematician at NASA, this is the story of a groundbreaking American woman who not only calculated the course of moon landings but, in turn, saved lives and made enormous contributions to history."Adapted from book jacket.
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Curriculum Collection  
QA29 .J64 B43 2018  Unknown 
 Diaz, Jennifer, author.
 New York, NY ; Abingdon, Oxon : Routledge, 2018.
 Description
 Book — xviii, 113 pages ; 24 cm.
 Summary

 1. Introduction: The Study of School Mathematics is Not About Mathematics
 2. The Cultural Politics of School Math: The Problem of In/Equality in the Equal Sign
 3. Post War Planning, Reforming Mathematics, and the Cultural (Re)production of Children
 4. Creating the Great Society: Making New Math, the Mathematical Citizen, and the Problem of Disadvantage
 5. Civil Rights, Fears of Failure, and the Motivation of Basic Skills: Fabricating the Mathematically Dis/abled Individual
 6. Planning the 21st Century Future: Standardizing Mathematical Kinds of People to Manage Risk
 7. The Alchemy of School Subjects and the Im/Possibilities of Reform.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA13 .D525 2018  Unknown 
 Reston, VA : National Council of Teachers of Mathematics, [2018]
 Description
 Book — v, 239 pages : illustrations ; 26 cm
 Summary

 Why use children's literature in mathematics / Eula Ewing Monroe and Olivia Haworth
 Selecting a good book for mathematics instruction / Terrell A. Young, Amy Roth McDuffie, and Barbara A. Ward
 Children's literature and the standards for mathematical practice / Eula Ewing Monroe, Stevie Carr, and Bree De La Mare
 Using children's literature in posing worthwhile mathematical tasks / Debra Fuentes, Stephanie Smith, and Marvin Smith
 Using children's literature to connect mathematics learning to children's funds of knowledge / Amy Roth McDuffie, Barbara Ward, and Terrell Young
 The power of context: promoting equity and access in mathematics learning using children's literature / Stephanie Livers and Karen Karp
 Get the picture : connecting young children to mathematics through books / Carrie Cutler
 Reviews of a decade of trade books with mathematics content / Patricia J. Austin.
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .D44 2018  Unknown 
 Abingdon, Oxon : Routledge, Taylor & Francis Group, 2018.
 Description
 Book — xxii, 290 pages : illustrations ; 24 cm.
 Summary

 Foreword
 Preface
 The European Society for Research in Mathematics Education: Introduction by its former presidents
 Ferdinando Arzarello, Paolo Boero, Viviane DurandGuerrier and Barbara Jaworski
 Chapter 1. From geometrical thinking to geometrical working competencies
 Alain Kuzniak, Philippe R. Richard, Paraskevi MichaelChrysanthou
 Chapter 2. Number sense in teaching and learning arithmetic
 Sebastian Rezat, Lisser Rye Ejersbo
 Chapter 3. Algebraic thinking
 Jeremy Hodgen, Reinhard Oldenburg, Heidi Stromskag
 Chapter 4. Research on probability and statistics education: trends and directions
 Arthur Bakker, Corinne Hahn, Sibel Kazak, Dave Pratt
 Chapter 5. Research on university mathematics education
 Carl Winslow, Ghislaine Gueudet, Reinhard Hochmuth, Elena Nardi
 Chapter 6. Argumentation and proof
 M. Alessandra Mariotti, Viviane DurandGuerrier, Gabriel J. Stylianides
 Chapter 7. Theorypractice relations in research on applications and modelling
 Morten Blomhoj, Jonas Bergman AErleback
 Chapter 8. Early years mathematics
 Esther S. Levenson, Maria G. Bartolini Bussi, Ingvald Erfjord
 Chapter 9. Mathematical potential, creativity and talent
 Demetra PittaPantazi, Roza Leikin
 Chapter 10. Affect and mathematical thinking: Exploring developments, trends, and future directions
 Markku S. Hannula, Marilena Pantziara, Pietro Di Martino
 Chapter 11. Technology and resources in mathematics education
 Jana Trgalova, Alison ClarkWilson, HansGeorg Weigand
 Chapter 12. Classroom practice and teachers' knowledge, beliefs, and identity
 Jeppe Skott, Reidar Mosvold, Charalampos Sakonidis
 Chapter 13. Mathematics teacher education and professional development
 Alena Hospesova, Jose Carrillo, Leonor Santos
 Chapter 14. Mathematics education and language: Lessons and directions from two decades of research
 Nuria Planas, Candia Morgan, Marcus Schutte
 Chapter 15. Diversity in mathematics education
 Guida de Abreu, Nuria Gorgorio, Lisa Bjoerklund Boistrup
 Chapter 16. Comparative studies in mathematics education
 Eva Jablonka, Paul Andrews, David Clarke, Constantinos Xenofontos
 Chapter 17. History and mathematics education
 Uffe Thomas Jankvist, Jan van Maanen
 Chapter 18. Theoretical perspectives and approaches in mathematics education research
 Ivy Kidron, Marianna Bosch, John Monaghan, Hanna Palmer
 Chapter 19. ERME as a Group: Questions to mould its identity
 Marcelo C. Borba
 Chapter 20. Communication, cooperation, and collaboration: ERME's magnificent experiment
 Norma Presmeg.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA14 .E9 D48 2018  Unknown 
28. The effectiveness of mathematics teaching in primary schools : lessons from England and China [2018]
 Miao, Zhenzhen, author.
 London ; New York : Routledge, Taylor & Francis Group, 2018.
 Description
 Book — xv, 179 pages : illustrations ; 24 cm.
 Summary

 1. The Effectiveness of Mathematics Teaching Study
 2. Growing Apart: Worldwide Pursuit of Effective Maths Education
 3. Four Decades of Educational Effectiveness Research in the West
 4. Research Paradigm, Design and Methods
 5. Children and their Maths Teachers
 6. Evaluating and Correlating Maths Teaching and Learning
 7. Seeing Maths Teaching Through Different Eyes
 8. Connecting the Dots
 9. Improving Maths Teaching Crossnationally.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA11.2 .M53 2018  Unknown 
 Van de Walle, John A., author.
 Tenth edition.  NY, NY : Pearson, [2018]
 Description
 Book — xxi, 698 pages ; 28 cm
 Summary

 Part I Teaching Mathematics: Foundations and Perspectives
 Teaching Mathematics in the 21st Century
 Exploring What It Means to Know and Do Mathematics
 Teaching through Problem Solving
 Planning in the ProblemBased Classroom
 Creating Assessments for Learning
 Teaching Mathematics Equitably to All Students
 Part II Teaching StudentCentered Mathematics
 Developing Early Number Concepts and Number Sense
 Developing Meanings for the Operations
 Developing Basic Fact Fluency
 Developing WholeNumber PlaceValue Concepts
 Developing Strategies for Addition and Subtraction Computation
 Developing Strategies for Multiplication and Division Computation
 Algebraic Thinking, Equations, and Functions
 Developing Fraction Concepts
 Developing Fraction Operations
 Developing Decimal and Percent Concepts and Decimal Computation
 Ratios, Proportions, and Proportional Reasoning
 Developing Measurement Concepts
 Developing Geometric Thinking and Geometric Concepts
 Developing Concepts of Data and Statistics
 Exploring Concepts of Probability
 Developing Concepts of Exponents, Integers, and Real Numbers
 Appendix A Standards for Mathematical Practice
 Appendix B NCTM Mathematics Teaching Practices from Principles to Actions
 Appendix C Guide to Blackline Masters
 Appendix D Activities at a Glance
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

On reserve: Ask at circulation desk  
QA135.6 .V36 2019  Unknown 2hour loan 
EDUC263E01, EDUC263E01
 Course
 EDUC263E01  Quantitative reasoning in mathematics I
 Instructor(s)
 Chavez, Rosa Del Carmen
 Course
 EDUC263E01  Quantitative reasoning in mathematics I
 Instructor(s)
 JarryShore, Michael
 McGatha, Maggie, author.
 Thousand Oaks, California : Corwin, a SAGE Company, [2018]
 Description
 Book — xxviii, 322 pages : illustrations (some color), forms ; 28 cm
 Summary

 Preface Acknowledgements About the Authors
 Part 1 Creating a Roadmap: Big Ideas of Coaching, Teaching, and Learning
 Chapter 1. Coaching for Mathematical Proficiency Leading for Mathematical Proficiency (LMP) Framework Coaching Cycle Getting Started
 Chapter 2. Implementing Effective Teaching Coach's Digest Overview of Implementing Effective Teaching Coaching Considerations for Professional Learning Coaching Lessons from The Field Coaching Questions for Discussion Where to Learn More Coach's Tookit 2.1 Shifts in Classroom Practice SelfAssessment 2.2 Essential Planning Questions for Effective Teaching 2.3 Practices, Shifts, and Zones (Oh My) 2.4 Mathematical Practices by Design 2.5 Lesson Plan Template 2.6 Mathematical Practice Look Fors 2.7 Shifts in Classroom Practice 2.8 Effective Teaching Look Fors 2.9 Noticing Mathematical Practices 2.10 Mapping Teaching Moves to Shifts in Classroom Practice 2.11 Effective Teaching of Mathematics Part II Exploring Zones on the Journey: Professional Learning Focus Areas
 Chapter 3. Content Kowledge and Worthwhile Tasks Coach's Digest Overview of Content Knowledge and Worthwhile Tasks Coaching Considerations for Professional Learning Coaching Lessons from the Field Connecting to the Leading For Mathematical Proficiency (LMP) Framework Coaching Questions for Discussion Where to Learn More Coach's Toolkit 3.1 Connecting Shifts to Content and Worthwhile Tasks SelfAssessment 3.2 Connecting Shifts to Content and Tasks 3.3 Focus on Fluency 3.4 P.I.C.S. Page 3.5 Analyzing Level of Cognitive Demand 3.6 Worthwhile Task Analysis 3.7 Developing Mathematical Proficiency 3.8 Implementing Cognitively Demanding Tasks 3.9 Impact on Students' Emerging Fluency 3.10 Reflecting on Task Implementation
 Chapter 4. Engaging Students Coach's Digest Overview of Engaging Students Coaching Considerations for Professional Learning Coaching Lessons from the Field Connecting to the Leading for Mathematical Proficiency (LMP) Framework Coaching Questions for Discussion Where to Learn More Coach's Toolkit 4.1 Connecting Shifts to Engaging Students SelfAssessment 4.2 Total Participation Technique (TPT) Planning 4.3 Planning or Cooperative Groups 4.4 Engagement Techniques 4.5 Cooperative Groups Data Gathering 4.6 Engagement Techniques Discussion Prompts 4.7 Reflecting on Cooperative Groups 4.8 Analyzing Learning in Cooperative Groups
 Chapter 5. Questioning and Discourse Coach's Digest Overview of Questioning and Discourse Coaching Considerations for Professional Learning Coaching Lessons from the Field Connecting to the Leading for Mathematical Proficiency (LMP) Framework Coaching Questions for Discussion Where to Learn More Coach's Toolkit 5.1 Connecting Shifts to Questioning and Discourse SelfAssessment 5.2 HighLevel Thinking Questions 5.3 Questioning Across Lesson Phases 5.4 Questioning Across Lesson Phases (focus on Productive Struggle) 5.5 Bloom's Taxonomy (Revised) and Mathematical Knowledge 5.6 Questioning Patterns 5.7 Wait Time 5.8 Productive Discussion and Talk Moves 5.9 Question and Discourse Discussion Prompts 5.10 Reflecting on Bloom's Taxonomy (Revised) and Mathematical Knowledge
 Chapter 6. Formative Assessment Coach's Digest Overview of Formative Assessment Coaching Considerations for Professional Learning Coaching Lessons from the Field Connecting to the Leading for Mathematical Proficiency (LMP) Framework Coaching Questions for Discussion Where to Learn More Coach's Toolkit 6.1 Connecting Shifts to Formative Assessment SelfAssessment 6.2 Planning for Five "Key Strategies" for Formative Assessment 6.3 Developing Questions to Target Misconceptions 6.4 Using Rubrics for Formative Assessment 6.5 Observing and Providing Feedback 6.6 Observing Students' Thinking 6.7 Observing Students' Representations 6.8 Brief Formative Assessment Interview 6.9 Five "Key Strategies" for Formative Assessment Data Collection 6.10 Using Rubrics for Formative Assessment 6.11 Analyzing Formative Assessment Key Strategies
 Chapter 7. Analyzing Student Work Coach's Digest Overview of Analyzing Student Work Coaching Considerations for Professional Learning Coaching Lessons from the Field Connecting to the Leading for Mathematical Proficiency (LMP) Framework Coaching Questions for Discussion Where to Learn More Coach's Toolkit 7.1 Connecting Shifts to Analyzing Student Work SelfAssessment 7.2 One Day/Many Artifacts Planning 7.3 Planning Task Implementation 7.4 Understanding Student Thinking 7.5 Analyzing One Student's Work 7.6 Analysis of Students' Misconceptions 7.7 Collaborative Analysis Protocol
 Chapter 8. Differentiating Instruction for All Learners Coach's Digest Overview of Differentiating Instruction Coaching Considerations for Professional Learning Coaching Lessons from the Field Connecting to the Leading for Mathematical Proficiency (LMP) Framework Coaching Questions for Discussion Where to Learn More Coach's Toolkit 8.1. Connecting Shifts to Differentiated Instruction SelfAssessment 8.2 Student Diversity 8.3 Meeting Individual Needs 8.4 Different Ways to Differentiate a Lesson 8.5 Opening Closed Tasks 8.6 Focus on Five 8.7 Differentiating Instruction 8.8 Learning from Focus on Five 8.9 Impact of Open /Tiered/Parallel Tasks
 Chapter 9. Supporting Emergent Multilingual Students Coach's Digest Overview of Supporting Emergent Multilingual Students Coaching Considerations for Professional Learning Coaching Lessons from the Field Connecting to the Leading for Mathematical Proficiency (LMP) Framework Coaching Questions for Discussion Where to Learn More Coach's Toolkit 9.1 Connecting Shifts to Supporting Emerging Multilingual Students SelfAssessment 9.2 Culturally Responsive Mathematics Instruction (CRMI) 9.3 Planning Strategies to Support Emergent Multilingual Students 9.4 Diagnostic Interview 9.5 Focus on Culturally Responsive Mathematics Instruction (CRMI) 9.6 Teaching to Support Emergent Multilingual Students 9.7 Reflecting on Support Emergent Multilingual Students 9.8 Reflecting on Using a Diagnostic Interview
 Chapter 10. Supporting Students with Special Needs Coach's Digest Overview of Supporting Students with Special Needs Coaching Considerations for Professional Learning Coaching Lessons from the Field Connecting to the Leading for Mathematical Proficiency (LMP) Framework Coaching Questions for Discussion Where to Learn More Coach's Toolkit 10.1 Connecting Shifts to Supporting Students with Special Needs SelfAssessment 10.2 Challenges and Support Structures 10.3 Structuring a Lesson to Support Students with Special Needs 10.4 Effective Teaching for Students with Special Needs 10.5 Implementing Support Structures for Students with Special Needs 10.6 Reflecting on Effective Teaching for Students with Special Needs 10.7 Reflecting on Structuring a Lesson for BuiltIn Success Part III Navigating a Successful Journey: Strategies and Tools for You, the Coach
 Chapter 11. Interacting With Colleagues Coach's Digest Overview of Interacting with Colleagues Building Trust Establishing Rapport Listening Paraphrasing Posing Questions Where to Learn More
 Chapter 12. Presenting Professional Development Coach's Digest Overview of Presenting Professional Development Tips for Presenting Professional Development Coaching Lessons from the Field Where to Learn More Coach's Toolkit 12.1 Professional Development Overview Planning 12.2 Professional Development Planning Checklist 12.3 Professional Development Planning Template 12.4 Differentiating Professional Development 12.5 Evaluating Professional Development 12.6 Sample Professional Development Activity: Grouping Strategy (P.I.C.S. Page) 12.7 Sample Professional Development Activity: Grouping Strategy (Shape Partners) 12.8 Sample Professional Development Activity: Mathematical Practices MiniVignettes 12.9 Sample Professional Development Activity: Mathematical Practices Playing Cards 12.10 Sample Professional Development Activity: Questioning and the Mathematical Practices 12.11 Sample Professional Development Activity: Effective Teaching Practices
 Chapter 13. Facilitating Professional Learning Communities Coach's Digest Overview of Facilitating Professional Learning Communities Tips for Facilitating Professional Learning Communities Coaching Lessons from the Field Where to Learn More Coach's Toolkit 13.1 Meeting Standards SelfAssessment and Reflection 13.2 Facilitator Proficiency Scale 13.3 Sample Facilitation Activity: Appreciative Inquiry Protocol 13.4 Sample Facilitation Activity: Paraphrasing 13.5 Sample Facilitation Activity: Inclusion Strategies 13.6 Sample Facilitation Activity: Task Talk Protocol Appendix: Bookmarks Glossary References.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA10.5 .M44 2018  Unknown 
 Family math night
 TaylorCox, Jennifer, author.
 Second Edition.  New York ; London : Routledge, Taylor & Francis Group, 2018.
 Description
 Book — xiv, 141 pages : illustrations ; 28 cm.
 Summary

 Chapter One: Introduction Chapter Two: Primary Stations Chapter Three: Intermediate Stations Chapter Four: General Stations Chapter Five: Additional Tools.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .T35 2018  Unknown 
 Smith, Margaret Schwan author.
 Second edition.  Reston, VA : National Council of Teachers of Mathematics, [2018]
 Description
 Book — pages cm
 Summary

The same five practices teachers know and love for planning and managing powerful conversations in mathematics classrooms, updated with current research and new insights on anticipating, lesson planning, and lessons learned from teachers, coaches, and school leaders. This framework for orchestrating mathematically productive discussions is rooted in student thinking to launch meaningful discussions in which important mathematical ideas are brought to the surface, contradictions are exposed, and understandings are developed or consolidated. Learn the 5 practices for facilitating effective inquiryoriented classrooms: Anticipating what students will do and what strategies they will use in solving a problem Monitoring their work as they approach the problem in class Selecting students whose strategies are worth discussing in class Sequencing those students' presentations to maximize their potential to increase students' learning Connecting the strategies and ideas in a way that helps students understand the mathematics learned.
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

On reserve: Ask at circulation desk  
QA41.4 .S65 2018  Unknown 2hour loan 
EDUC263E01, EDUC263E01
 Course
 EDUC263E01  Quantitative reasoning in mathematics I
 Instructor(s)
 Chavez, Rosa Del Carmen
 Course
 EDUC263E01  Quantitative reasoning in mathematics I
 Instructor(s)
 JarryShore, Michael
 Reston, VA : National Council of Teachers of Mathematics, [2018]
 Description
 Book — ix, 182 pages : illustrations ; 26 cm
 Summary

Formative assessment is a powerful pedagogical tool whose purpose is to inform learning as it takes place, with the goal of moving learning forward on the basis of matching instruction to the edge of a student's current understanding. A Fresh Look at Formative Assessment in Mathematics Teaching takes this frequently overlooked and often misunderstood methodology from a generic set of techniques to a potent, efficient, and effective course of action by explicating its role in effective mathematics teaching and learning, describing what it looks like in practice, and demonstrating how teachers can be supported in developing the knowledge and skills needed for its successful implementation. The book is specifically intended for educators who wish to improve mathematics teaching and learning. In particular, it is designed to provide mathematics teacher educators and professional development specialists with examples of where and how formative assessment can be integrated into a variety of professional learning efforts to support its effective use as a critical component of daily instructional decisionmaking. The chapters within A Fresh Look at Formative Assessment in Mathematics Teaching illustrate how formative assessment is deeply connected to many other instructional frameworks, tools, and approaches with which mathematics teachers and teacher educators are familiar, such as cognitively guided instructions (CGI) and the mathematical tasks framework, among others.
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA10.5 .F74 2018  Unknown 
34. Fun and fundamental math for young children : building a strong foundation in PreKgrade 2 [2018]
 Small, Marian author.
 New York : Teachers College Press, Teachers College/Columbia University, [2018]
 Description
 Book — x, 213 pages : illustrations ; 26 cm
 Summary

This book focuses on the most important concepts and skills needed to provide early learners (preK2) with a strong foundation in mathematics, in ways that are fun for both children and educators! Professional developer Marian Small provides sample activities and lessons, troubleshooting tips, and formative assessments, and much more.
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .S5648 2018  Unknown 
 Bastable, Virginia, author.
 Reston, VA : National Council of Teachers of Mathematics, [2018]
 Description
 Book — xi, 168 pages : illustrations ; 26 cm.
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA462 .B37 2018  Unknown 
 Shetterly, Margot Lee, author.
 First edition.  New York, NY : Harper, an imprint of HarperCollinsPublishers, [2018]
 Description
 Book — 1 volume (unpaged) : color illustrations ; 29 cm
 Summary

Based on the New York Times bestselling book and the Academy Awardnominated movie, author Margot Lee Shetterly and Coretta Scott King Illustrator Honor Award winner Laura Freeman bring the incredibly inspiring true story of four black women who helped NASA launch men into space to picture book readers! Dorothy Vaughan, Mary Jackson, Katherine Johnson, and Christine Darden were good at math...really good. They participated in some of NASA's greatest successes, like providing the calculations for America's first journeys into space. And they did so during a time when being black and a woman limited what they could do. But they worked hard. They persisted. And they used their genius minds to change the world. In this beautifully illustrated picture book edition, we explore the story of four female African American mathematicians at NASA, known as "colored computers, " and how they overcame gender and racial barriers to succeed in a highly challenging STEMbased career. "Finally, the extraordinary lives of four African American women who helped NASA put the first men in space is available for picture book readers, " proclaims Brightly in their article "18 MustRead Picture Books of 2018." "Will inspire girls and boys alike to love math, believe in themselves, and reach for the stars.".
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Curriculum Collection  
QA27.5 .L44 2018  Unknown 
 Newton, Xiaoxia A., author.
 Cham, Switzerland : Palgrave Macmillan, [2018]
 Description
 Book — xvii, 198 pages : illustrations ; 22 cm
 Summary

 1. K12 Mathematical Learning Experiences2. Teachers' and Math Coaches' Understanding of Basic Mathematical Ideas3. Undergraduate STEM Majors' Understanding of Slope4. Opportunities to Learn Mathematics through Professional Development and Instructional Tools5. Conceptual Understanding of Foundational Mathematical Topics: What Might They Look Like?6. Placing Mathematics Teachers' Content Training in the Broader Context in the US.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA11.2 .N54 2018  Unknown 
 Charlotte, NC : Information Age Publishing, Inc., [2018]
 Description
 Book — xi, 250 pages : illustrations ; 24 cm.
 Summary

 Preface.What Might Be Learned From Examining Curricular Perspectives Across Countries?Primary School Mathematics in the Netherlands: The Perspective of the Curriculum DocumentsCurriculum in France: A National Frame inTransitionMathematics Curriculum: The Case of FinlandCurriculum in Canada: A Fractal Interpretation Using the Case of AlbertaMathematics Curriculum in the United States: New Challenges and OpportunitiesA South African Perspective on the Mathematics Curriculum: Towards A Transcending Metacognitive IdeologyDiscussing the Mathematics Curriculum in BrazilThe Korean Mathematics Curriculum: Characteristics and ChallengesTranscending Boundaries:What Have We Learned?About the Editors.About the Contributors.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA11.2 .I6684 2018  Unknown 
 Cambridge, MA, United States : Academic Press, An imprint of Elsevier, [2018]
 Description
 Book — xxiii, 340 pages : illustrations ; 24 cm.
 Summary

 1. Introduction: The Role of Language and Culture in Mathematical Cognition and Development
 2. The Effects of Language on Number Word Learning and Estimation
 3. Arithmetic in the Bilingual Brain
 4. Linguistic Traces in Core Numerical Knowledge
 5. Number Knowledge in Preschool DualLanguage Learners from LowIncome Households
 6. Mathematical Skills of Children with Specific Language Impairments: Testing Developmental Theory
 7. Contributions of Culture and Language to the Development of SpaceNumber Associations
 8. How Culturally Predominant Reading Direction and Number Word Construction Influence Numerical Cognition and Mathematics Performance
 9. The CrossNational Learning Gap: Cognitive Mechanisms of Cultural Differences in Mathematics
 10. Cultural Comparisons of Children's Mathematics Achievement: Numerical Language and Core Knowledge
 11. Disentangling Linguistic and Experiential Factors as Predictors of Young Children's Early Numeracy Skills
 12. Counting Systems as Cultural Tools for Numerical Cognition
 13. Linguistic and Cultural Processes in Elementary Mathematics: Studies from a Remote Papua New Guinea Community.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .L365 2018  Unknown 
 Wright, Robert J., 1945 author.
 Los Angeles ; London : SAGE, 2018.
 Description
 Book — xxviii, 154 pages : illustrations (chiefly color) ; 30 cm.
 Summary

 Chapter 1: The Learning Framework in Number
 Chapter 2: Approach to Assessment
 Chapter 3: Assessment Schedules
 Chapter 4: Models of Learning Progressions
 Chapter 5: Approach to Intervention Instruction
 Chapter 6: Teaching Charts.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .W75 2018  Unknown 
41. Making mathematics accessible for elementary students who struggle : using CRA/CSA for interventions [2018]
 Flores, Margaret, 1972 author.
 San Diego, CA : Plural Publishing, Inc., [2018]
 Description
 Book — vii, 280 pages : illustrations ; 26 cm
 Summary

This comprehensive resource provides educators with focused methods for students who struggle in elementary mathematics. The methods and procedures revolve around the CRA/CSA (ConcreteRepresentational/SemiConcreteAbstract) instructional sequence. These strategies are intended for small group intensive instruction, one that addresses students' need for increased repetition and explicitness that cannot be provided within a large group of students with diverse learning needs.Current research on the CRA/CSA instructional sequence is scattered across multiple resources. "Making Mathematics Accessible for Elementary Students Who Struggle: Using CRA/CSA for Interventions" provides comprehensive coverage of the most uptodate research in one userfriendly resource. The sequence is included in every chapter and addresses instruction related to number sense, counting, basic operations, complex operations, basic fraction concepts, and operations with fractions.This resource is written by experienced professors spanning the fields of special education and curriculum, and teaching. Its professional insight, aligned with current mathematical teaching standards and CRA/CSA research, makes this text invaluable to upcoming or current teachers in elementary mathematics.Key features include: explicit and handson examples of CRA/CSA's use aligned with current mathematics standards and practices; suggestions and tips for various classroom situations; application questions for every chapter; drawings and diagrams associated with steps of the teaching process; classroomtested strategies.
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .F5945 2018  Unknown 
 Newton, Nicki, author.
 New York : Routledge, Taylor & Francis Group, 2018.
 Description
 Book — xix, 160 pages : illustrations ; 26 cm.
 Summary

 Contents Foreword Acknowledgements Part I: Introduction
 Chapter 1: Playdoh (R), Puppets and Other Real Life Stuff
 Chapter 2: Problem Solving in the Math Workshop
 Chapter 3: The Basic Framework Part II: A Deeper Dive
 Chapter 4: Add to Problems
 Chapter 5: Take From Problems
 Chapter 6: PartPart Whole Problems
 Chapter 7: Compare Problems
 Chapter 8: TwoStep and MultiStep Problems
 Chapter 9: Problems Across Math Topics Part III: Other Word Problems
 Chapter 10: Reasoning
 Chapter 11: Springboards into Great Word Problems Premises: Math Mentor Texts, Poems, Songs, Believe It or Not Stories, Shared Experiences & Games
 Chapter 12: Action Plan ã .
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .N487 2018  Unknown 
 Thousand Oaks, California : Corwin Mathematics, [2018]
 Description
 Book — xvi, 162 pages : illustrations (some color) ; 28 cm + 1 poster
 Summary

 PrefaceAcknowledgmentsAbout the Authors
 Chapter 1. Mathematical Argumentation: Why and What Argumentation Is Important! What Argumentation Isand Is Not A FourPart Model of Argumentation About Truth Teaching as Disciplined Improvisation Improvisation for Argumentation and Norm Setting Sharing Mathematical Authority Getting Started With Argumentation Argumentation Lessons Versus Argumentation in Lessons Working Together
 Chapter 2. Generating Cases What Does It Mean to Generate Cases? An Activity Rich in Argumentation and Content Vignette: Small Groups Generate Cases Teaching Moves Establishing Norms Planning Tasks Working Together
 Chapter 3. Conjecturing What Does It Mean to Conjecture? Vignette: Conjecturing Together Teaching Moves Establishing Norms Planning Tasks Working Together
 Chapter 4. Justifying What Does It Mean to Justify? Vignette: Justifying Multiple Conjectures Teaching Moves for Eliciting Justifications Vignette: Critiquing and Connecting Arguments Teaching Moves for Critiquing and Connecting Arguments Establishing Norms Planning Tasks Working Together
 Chapter 5. Representations in Justifications What Are Representations? Vignette: Visual Representations Foster Participation Vignette: Gestures Enable a Unique Contribution Teaching Moves Using Dynamic Digital Tools Establishing Norms Planning Tasks Working Together
 Chapter 6. Levels of Justification Four Levels of Justification Level
 0: No Justification Level
 1: CaseBased Justifications Level
 2: Partially Generalized Justifications Based on Cases Level
 3: Fully Generalized Justifications A Rubric for Levels Teaching Moves for Transitions Between Levels Working Together
 Chapter 7. Concluding What Does It Mean to Conclude? Vignettes: Concluding Teaching Moves Establishing Norms Planning Tasks Working Together
 Chapter 8. Planning How Can You Plan for Students' Argumentation? Written Lesson Plans Visualizing a Lesson Vignette: Visualizing Justification Digital Tools Updating and Sharing Lesson Plans Advice on Planning Working TogetherGlossaryReferencesIndex.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks


QA135.6 .M37727 2018  Unknown 
 Newton, Kristie Jones, 1973 author.
 New York, NY : Routledge, Taylor & Francis Group, 2018.
 Description
 Book — xi, 112 pages : illustrations ; 20 cm.
 Summary

 Preface
 1. Mathematical Knowledge
 2. Mathematical Habits and Practices
 3. Children's Thinking about Mathematics
 4. Learning to Solve Mathematics Problems Glossary.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .N4825 2018  Unknown 
 Kanold, Timothy D., author.
 Bloomington, IN : Solution Tree Press, [2018]
 Description
 Book — xiv, 117 pages : illustrations ; 28 cm
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA11.2 .K35 2018  Unknown 
46. The mathematics lessonplanning handbook. Grades K2 : your blueprint for building cohesive lessons [2018]
 Kobett, Beth McCord, author.
 Thousand Oaks, California : Corwin Mathematics : National Council of Teachers of Mathematics, [2018]
 Description
 Book — xxiii, 221 pages : illustrations (some color) ; 28 cm
 Summary

 Book at a Glance Praise Page Acknowledgments Publisher's Acknowledgments Letter to K2 Teachers Letter to Elementary Principals Letter to Mathematics Coaches Letter to Preservice College and University Instructors How to Use This Book Part I: You Are the Architect of Your Classroom
 Chapter 1: Surveying Your Site: Knowing Your Students Why Is It So Important to Know Your Students? What Do Access and Equity Really Mean? What Is Prior Knowledge in Mathematics? What Do Culturally and Linguistically Diverse Students Need? What Do Students Living in Poverty Need? What Are Learning Needs? What Are the Common Themes?
 Chapter 2: Your K2 Blueprint: Planning Mathematics Lessons for Coherence, Rigor, and Purpose What Is Coherence? What Is Rigor? What Is the Purpose of a Lesson? What Is Conceptual Understanding? What Is Procedural Fluency? What Is Transfer? How Can You Ensure that You Plan Lessons for Coherence, Rigor, and Purpose? LessonPlanning Template Part II: Drafting Your K2 Blueprint
 Chapter 3: Laying Your Foundation: It Starts with Big Ideas, Essential Questions, and Standards What Are State Standards for Mathematics? What Are Essential Questions? What Are Process Standards? Building Unit Coherence Kindergarten Snapshot: Big Ideas, Essential Questions, and Standards First Grade Snapshot: Big Ideas, Essential Questions, and Standards Second Grade Snapshot: Big Ideas, Essential Questions, and Standards Under Construction
 Chapter 4: Reinforcing Your Plan: Learning Intentions and Success Criteria What Are Learning Intentions? What Are Mathematics Learning Intentions? What Are Language and Social Learning Intentions? How Do You Communicate Learning Intentions with Students? What Are Success Criteria? How Do Learning Intentions Connect to the Success Criteria? When Should Learning Intentions and Success Criteria Be Shared with Students? Building Unit Coherence Kindergarten Snapshot: Learning Intentions and Success Criteria First Grade Snapshot: Learning Intentions and Success Criteria DecisionMaking Snapshot Second Grade Snapshot: Learning Intentions and Success Criteria Under Construction
 Chapter 5: Deciding on Purpose: Why Are You Building This Lesson? What Is the Role of a Conceptual Understanding Lesson? What Is Procedural Fluency, and How Does It Build from a Conceptual Understanding Lesson? How Do You Know if You Need a Conceptual Understanding or Procedural Fluency Lesson? How Do You Create a Transfer Lesson? Building Unit Coherence Kindergarten Snapshot: Lesson Purpose First Grade Snapshot: Lesson Purpose Second Grade Snapshot: Lesson Purpose Under Construction
 Chapter 6: Choosing Tasks: The Heart of a Lesson Why Are Tasks Important? What Is a Worthwhile Task? How Do You Adapt Tasks? What Are Some Sources for Worthwhile Tasks? Building Unit Coherence Kindergarten Snapshot: Task Selection First Grade Snapshot: Task Selection Second Grade Snapshot: Task Selection Under Construction
 Chapter 7: Choosing Materials: Representations, Manipulatives, and Other Resources. What Is the Role of Representations in Mathematics Lessons? What Is a Manipulative? How Are Manipulatives Used? What Are Other Resources? Building Unit Coherence Kindergarten Snapshot: Material Selection First Grade Snapshot: Material Selection Second Grade Snapshot: Material Selection Second Under Construction
 Chapter 8: Cementing the Cracks: Anticipating Student Thinking What Are Misconceptions, and Where Do They Come From? How Can You Plan to Minimize Misconceptions? Building Unit Coherence Kindergarten Snapshot: Student Thinking First Grade Snapshot: Student Thinking Second Grade Snapshot: Student Thinking Under Construction
 Chapter 9: Framing the Lesson: Formats What Are Some Different Lesson Formats? 4Part Lesson Plan Game Format SmallGroup Instruction Pairs Building Unit Coherence Kindergarten Snapshot: Lesson Format First Grade Snapshot: Lesson Formats Second Grade Snapshot: Lesson Formats Under Construction
 Chapter 10: Evaluating Impact: Formative Assessment What Is Formative Assessment? What Are Specific Formative Assessment Techniques? Observation Interview Show Me Hinge Questions Exit Tasks Building Unit Coherence Kindergarten Snapshot: Formative Assessment First Grade Snapshot: Formative Assessment Second Grade Snapshot: Formative Assessment Under Construction Part III: Pulling All the Pieces Together
 Chapter 11: Planning to Launch the Lesson What Is a Lesson Launch? How Can You Launch a ProblemSolving Lesson? See, Think, and Wonder Lesson Launch Notice and Wonder (R) Lesson Launch Numberless Word Problem Lesson Launch What Kinds of Lesson Launches Focus on Mathematics Concepts? One of These Things Is Not Like the Others What Are Number Routine Lesson Launches? Counting Jar Number Paths and Number Lines Number Talks What Do You Anticipate Students Will Do? Building Unit Coherence Kindergarten Snapshot: Launch the Lesson First Grade Snapshot: Launch the Lesson Second Grade Snapshot: Launch the Lesson Under Construction
 Chapter 12: Planning to Facilitate the Lesson What Is Mathematical Communication? How Do You Facilitate Meaningful Mathematical Discourse? How Do You Plan for and Pose Purposeful Questions? How Do You Facilitate Productive Struggle? How Do You Make Sure You Engage Students in the Process Standards as You Facilitate the Lesson Building Unit Coherence Kindergarten Snapshot: Facilitate the Lesson First Grade Snapshot: Facilitate the Lesson Second Grade Snapshot: Facilitate the Lesson Snapshot Under Construction
 Chapter 13: Planning to Close the Lesson Why Do You Need Closure in a Lesson? What Are Some Different Closure Activities? Building Unit Coherence Snapshots Under Construction
 Chapter 14: Surveying Your Results: Lesson Reflection Why Is It Important to Reflect upon Lessons? What Kind of Reflection Cycle Supports Teacher Growth? Epilogue Resources: Appendix A: LessonPlanning Template Appendix B: Further Reading/Resources Appendix C: Glossary References About the Authors.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA11.2 .K63 2018  Unknown 
47. The mathematics of data [2018]
 [Providence, Rhode Island] : American Mathematical Society, [2018]
 Description
 Book — xii, 325 pages : illustrations ; 27 cm.
 Summary

 P. Drineas and M. W. Mahoney, Lectures on randomized numerical linear algebra S. J. Wright, Optimization algorithms for data analysis J. C. Duchi, Introductory lectures on stochastic optimization P.G. Martinsson, Randomized methods for matrix computations R. Vershynin, Four lectures on probabilistic methods for data science R. Ghrist, Homological algebra and data.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley), Science Library (Li and Ma)
Education Library (Cubberley)  Status 

Stacks  
QA11 .A1 M345 2018  Unknown 
Science Library (Li and Ma)  Status 

Stacks  
QA11 .A1 M345 2018  Unknown 
 Boaler, Jo, 1964 author.
 San Francisco, CA : JosseyBass, [2018]
 Description
 Book — pages cm
 Summary

 Introduction
 Low Floor, High Ceiling Tasks
 Youcubed Summer Camp
 Memorization vs. Conceptual Engagement
 Mathematical Thinking, Reasoning and Convincing
 Big Ideas
 Structure of the Book
 Activities for Building Norms
 Encouraging Good Group Work
 Paper Folding: Learning to Reason, Convince, and Be Skeptical
 Big Idea
 1: Solving Problems with Data
 Visualize: Tongues, Tails, and In Between
 Play: Inspector GraphIt
 Investigate: Data Tells Us About Ourselves
 Big Idea
 2: Thinking Around Shapes
 Visualize: Get Your Arms Around It
 Play: Shapes on a Plane
 Investigate: Shape and Not a Shape
 Big Idea
 3: Thinking in Equal Groups
 Visualize: Sharing Crackers
 Play: Dozens of Dice
 Investigate: Playing with Pairs
 Big Idea
 4: Tiling to Understand Area
 Visualize: Cover Up
 Play: A Whole New Alphabet
 Investigate: Sharing an Area
 Big Idea
 5: Seeing Multiplication as Area
 Visualize: Rods Around
 Play: Squares and NearSquares
 Investigate: Connecting Area and Perimeter
 Big Idea
 6: Understanding Half
 Visualize: I Spy 1/2
 Play: Spotting 1/2
 Investigate: The Many Shapes of 1/2
 Big Idea
 7: Seeing Fractions, Parts, Wholes, and Forms
 Visualize: Seeing Parts and Wholes
 Play: Cover, Cut, and Sort
 Investigate: Taking a Fractional Walk
 Big Idea
 8: Being Flexible with Numbers
 Visualize: How Many Do You See?
 Play: How Close to 100?
 Investigate: Tile and Table Patterns
 Appendix
 Centimeter Dot Paper
 Isometric Dot Paper
 Grid Paper
 Dot Paper
 Grid Paper.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA20.G35 B6295 2018  Unknown 
 Boaler, Jo, 1964 author.
 First edition.  San Francisco, California : JosseyBass, a Wiley brand, [2018]
 Description
 Book — v, 295 pages : illustrations (chiefly color) ; 28 cm
 Summary

 Introduction
 1
 LowFloor, HighCeiling Tasks
 2
 Youcubed Summer Camp
 3
 Memorization versus Conceptual Engagement
 4
 Mathematical Th inking, Reasoning, and Convincing
 5
 Big Ideas
 9
 Structure of the Book
 10
 Activities for Building Norms
 17
 Encouraging Good Group Work
 17
 Paper Folding: Learning to Reason, Convince, and Be a Skeptic
 21
 Big Idea
 1: Thinking in Cubes
 23
 Visualize: Solids, Inside and Out
 25
 Play: City of Cubes
 33
 Investigate: A Box of Boxes
 44
 Big Idea
 2: Estimating with Fractions
 53
 Visualize: Making Snowfl akes
 55
 Play: Fraction Blizzard
 61
 Investigate: Wondering with Fractions
 67
 Big Idea
 3: Using Fraction Equivalence
 81
 Visualize: Picking Paintings A
 part 83
 Play: Make a Fake
 94
 Investigate: Squares with a Diff erence
 101
 Big Idea
 4: Exploring the Coordinate Plane
 115
 Visualize: Getting around the Plane
 118
 Play: Ship Shape
 124
 Investigate: Table Patterns
 133
 Big Idea
 5: Seeing and Connecting Patterns across
 Representations
 143
 Visualize: TwoPattern Tango
 145
 Play: Pattern Carnival
 153
 Investigate: Seeing Growth on a Graph
 159
 Big Idea
 6: Understanding Fraction Multiplication Visually
 169
 Visualize: Fractions in a Pan
 172
 Play: Pieces and Parts
 180
 Investigate: Th e Sum of the Parts
 187
 Big Idea
 7: What Does It Mean to Divide Fractions?
 199
 Visualize: Creating Cards
 201
 Play: Cuisenaire Trains
 209
 Investigate: Fraction Division Conundrum
 217
 Big Idea
 8: Thinking in Powers of
 10
 223
 Visualize: Th e Unit You
 225
 Play: Filling Small and Large
 233
 Investigate: Museum of the Very Large and Small
 239
 Big Idea
 9: Using Numbers and Symbols Flexibly
 247
 Visualize: Seeing Expressions
 250
 Play: Inside Pascal s Triangle
 261
 Investigate: Th e
 1492 Problem
 268
 Appendix 279
 Centimeter Dot Paper
 280
 Isometric Dot Paper
 281
 About the Authors
 283
 Acknowledgments
 285
 Index 287.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA20 .G35 B63 2018  Unknown 
 SanGiovanni, John author.
 Thousand Oaks, California : Corwin, a SAGE company, [2018]
 Description
 Book — xxvi, 379 pages : illustrations (some color) ; 28 cm
 Summary

 Big Ideas and Tasks at a GlanceAcknowledgmentsAbout the AuthorsIntroduction
 Chapter 1. Rich Mathematics Tasks, Student Misconceptions, Using Tasks Prompts With Purpose: Using HighQuality Tasks Using Quality Tasks Reflecting on Chapter 1
 Chapter 2. Number SystemsBig Ideas
 1. Addition and Subtraction of Fractions
 2. Multiplication and Division of Fractions
 3. Reasoning About Addition and Subtraction of Fractions
 4. Reasoning About Multiplication and Division of Fractions
 5. Problem Solving With Fractions
 6. Decimals as Numbers
 7. Addition and Subtraction With Decimals
 8. Multiplication and Division With Decimals
 Chapter 3. IntegersBig Ideas
 9. Representing Integers
 10. Representing Integers on Number Lines
 11. More Representing Integers on Number Lines
 12. Comparing Integers
 13. Addition With Integers
 14. Subtraction With Integers
 15. Multiplication With Integers
 16. Division With Integers
 Chapter 4. Ratio, Proportion, and PercentBig Ideas
 17. Representing Ratios
 18. Equivalent Ratios
 19. Unit Rates
 20. Using Ratios to Solve Problems
 21. Reasoning With Percents
 22. Unit Rate as Slope
 Chapter 5. Expressions, Equations, and FunctionsBig Ideas
 23. Writing Expressions
 24. Evaluating Expressions
 25. Equivalent Expressions
 26. Writing Equations
 27. Solving Equations
 28. Inequalities
 29. Function Tables
 30. Reasoning About Graphing
 31. Comparing Functions
 32. Systems of Equations
 Chapter 6. GeometryBig Ideas
 33. Area of Composite Figures
 34. Nets and ThreeDimensional Figures
 35. Surface Area and Volume
 36. Volume of Cylinders and Cones
 37. Angle Relationships
 38. Transformations, Similarity, and Congruence
 39. Distance and Pythagorean Theorem
 Chapter 7. StatisticsBig Ideas
 40. Univariate Categorical Data
 41. Univariate Quantitative Data
 42. Displays of Univariate Quantitative Data
 43. Deviations From the Mean
 44. Bivariate Categorical Data
 45. Bivariate Quantitative Data
 Chapter 8. What Do We Do Next?References and Additional Resources.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA135.6 .S2584 2018  Unknown 