- Book
- 1 volume ; 28 cm
- SECTION I Teaching Mathematics: Foundations and Perspectives CHAPTER 1 Teaching Mathematics in the 21st Century 1 CHAPTER 2 Exploring What It Means to Know and Do Mathematics 13 CHAPTER 3 Teaching through Problem Solving 33 CHAPTER 4 Planning in the Problem-Based Classroom 57 CHAPTER 5 Creating Assessments for Learning 84 CHAPTER 6 Teaching Mathematics Equitably to All Children 104 CHAPTER 7 Using Technological Tools to Teach Mathematics 127 SECTION II Development of Mathematical Concepts and Procedures CHAPTER 8 Developing Early Number Concepts and Number Sense 142 CHAPTER 9 Developing Meanings for the Operations 167 CHAPTER 10 Developing Basic Fact Fluency 194 CHAPTER 11 Developing Whole-Number Place-Value Concepts 222 CHAPTER 12 Developing Strategies for Addition and Subtraction Computation 247 CHAPTER 13 Developing Strategies for Multiplication and Division Computation 277 CHAPTER 14 Algebraic Thinking, Equations, and Functions 299 CHAPTER 15 Developing Fraction Concepts 339 CHAPTER 16 Developing Fraction Operations 371 CHAPTER 17 Developing Concepts of Decimals and Percents 403 CHAPTER 18 Ratios, Proportions, and Proportional Reasoning 429 CHAPTER 19 Developing Measurement Concepts 453 CHAPTER 20 Geometric Thinking and Geometric Concepts 488 CHAPTER 21 Developing Concepts of Data Analysis 526 CHAPTER 22 Exploring Concepts of Probability 558 CHAPTER 23 Developing Concepts of Exponents, Integers, and Real Numbers 582 APPENDIX A Standards for Mathematical Practice A-1 APPENDIX B NCTM Mathematics Teaching Practices: from Principles to Actions A-5 APPENDIX C Guide to Blackline Masters A-7 APPENDIX D Activities at a Glance A-13.
- (source: Nielsen Book Data)9781292097695 20160704
(source: Nielsen Book Data)9781292097695 20160704
- SECTION I Teaching Mathematics: Foundations and Perspectives CHAPTER 1 Teaching Mathematics in the 21st Century 1 CHAPTER 2 Exploring What It Means to Know and Do Mathematics 13 CHAPTER 3 Teaching through Problem Solving 33 CHAPTER 4 Planning in the Problem-Based Classroom 57 CHAPTER 5 Creating Assessments for Learning 84 CHAPTER 6 Teaching Mathematics Equitably to All Children 104 CHAPTER 7 Using Technological Tools to Teach Mathematics 127 SECTION II Development of Mathematical Concepts and Procedures CHAPTER 8 Developing Early Number Concepts and Number Sense 142 CHAPTER 9 Developing Meanings for the Operations 167 CHAPTER 10 Developing Basic Fact Fluency 194 CHAPTER 11 Developing Whole-Number Place-Value Concepts 222 CHAPTER 12 Developing Strategies for Addition and Subtraction Computation 247 CHAPTER 13 Developing Strategies for Multiplication and Division Computation 277 CHAPTER 14 Algebraic Thinking, Equations, and Functions 299 CHAPTER 15 Developing Fraction Concepts 339 CHAPTER 16 Developing Fraction Operations 371 CHAPTER 17 Developing Concepts of Decimals and Percents 403 CHAPTER 18 Ratios, Proportions, and Proportional Reasoning 429 CHAPTER 19 Developing Measurement Concepts 453 CHAPTER 20 Geometric Thinking and Geometric Concepts 488 CHAPTER 21 Developing Concepts of Data Analysis 526 CHAPTER 22 Exploring Concepts of Probability 558 CHAPTER 23 Developing Concepts of Exponents, Integers, and Real Numbers 582 APPENDIX A Standards for Mathematical Practice A-1 APPENDIX B NCTM Mathematics Teaching Practices: from Principles to Actions A-5 APPENDIX C Guide to Blackline Masters A-7 APPENDIX D Activities at a Glance A-13.
- (source: Nielsen Book Data)9781292097695 20160704
(source: Nielsen Book Data)9781292097695 20160704
Education Library (Cubberley)
Education Library (Cubberley) | Status |
---|---|
On reserve: Ask at circulation desk | |
QA135.6 .V36 2016 | Unknown 2-hour loan |
EDUC-263F-01, EDUC-263F-01
- Course
- EDUC-263F-01 -- Quantitative reasoning in mathematics II
- Instructor(s)
- Groetzinger, Emma Carene
- Course
- EDUC-263F-01 -- Quantitative reasoning in mathematics II
- Instructor(s)
- Langer-Osuna, Jennifer M
- Book
- vii, 104 p. : ill. ; 26 cm.
Learn the 5 practices for facilitating effective inquiry-oriented classrooms: Anticipating what students will do - 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 maximise their potential to increase students' learning Connecting the strategies and ideas in a way that helps students understand the mathematics learnedThis book presents and discusses a framework for orchestrating mathematically productive discussions that are rooted in student thinking. The 5 Practices framework identifies a set of instructional practises that will help teachers achieve high-demand learning objectives by using student work as the launching point for discussions in which important mathematical ideas are brought to the surface, contradictions are exposed and understandings are developed or consolidated. By giving teachers a road map of things that they can do in advance and during whole-class discussions, these practises have the potential for helping teachers to more effectively orchestrate discussions that are responsive to both students and the discipline. Includes a Professional Development Guide.
(source: Nielsen Book Data)9780873536776 20160605
(source: Nielsen Book Data)9780873536776 20160605
Learn the 5 practices for facilitating effective inquiry-oriented classrooms: Anticipating what students will do - 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 maximise their potential to increase students' learning Connecting the strategies and ideas in a way that helps students understand the mathematics learnedThis book presents and discusses a framework for orchestrating mathematically productive discussions that are rooted in student thinking. The 5 Practices framework identifies a set of instructional practises that will help teachers achieve high-demand learning objectives by using student work as the launching point for discussions in which important mathematical ideas are brought to the surface, contradictions are exposed and understandings are developed or consolidated. By giving teachers a road map of things that they can do in advance and during whole-class discussions, these practises have the potential for helping teachers to more effectively orchestrate discussions that are responsive to both students and the discipline. Includes a Professional Development Guide.
(source: Nielsen Book Data)9780873536776 20160605
(source: Nielsen Book Data)9780873536776 20160605
Education Library (Cubberley)
Education Library (Cubberley) | Status |
---|---|
On reserve: Ask at circulation desk | |
QA41.4 .S65 2011 | Unknown 2-hour loan |
EDUC-263F-01, EDUC-263F-01
- Course
- EDUC-263F-01 -- Quantitative reasoning in mathematics II
- Instructor(s)
- Groetzinger, Emma Carene
- Course
- EDUC-263F-01 -- Quantitative reasoning in mathematics II
- Instructor(s)
- Langer-Osuna, Jennifer M