Wall-e classroom edition

Previously, she was a professor of mathematics education at the University of Louisville for more than twenty years. Prior to entering the field of teacher education she was an elementary school teacher in New York.

She continues to work in classrooms to support teachers of students with disabilities in their mathematics instruction. LouAnn H. Lovin is a professor of mathematics education at James Madison University Virginia. LouAnn taught mathematics to middle and high school students before transitioning to preKgrade 8. For almost twenty years, she has worked in preK through grade 8 classrooms and engaged with teachers in professional development as they implement a studentcentered approach to teaching mathematics.

LouAnn's research on teachers' mathematical knowledge for teaching has focused most recently on the developmental nature of prospective teachers' fraction knowledge. 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. 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.

We're sorry! We don't recognize your username or password. Please try again. The work is protected by local and international copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning.

You have successfully signed out and will be required to sign back in should you need to download more resources. John A. Bay-Williams, University of Louisville. Series This product is part of the following series. Teaching Student-Centered Mathematics Series. Text features and benefits include: NEW - The use of color in the figures, tables, and text helps to enhance and clarify the concepts presented.

Teaching Tips. These brief tips offer practical takeaway ideas and instructional suggestions that support teaching and learning. Stop and Reflect sections. With an eye to reflective thinking as the key to effective learning, these sections ask readers to pause to consider a problem or reflect on what they have read. As these features appear at the end of every chapter in Part 1, they are ideal for use as discussion prompts in professional learning communities.

Big Ideas. Lists of key mathematical ideas appear at the beginning of each chapter and provide a snapshot of the math being presented.

Numerous problem-based tasks, designed to engage students in doing mathematics, are presented in the activities and now connect to the appropriate CCSSs. Most include adaptation and accommodation suggestions for English Learners and students with special needs.

Appendix D includes a table listing all of the activities at a glance. NEW - Tables of Common Errors and Misconceptions help readers avoid or move beyond common problems in learning mathematics. Each chapter in Part 2 includes a new table addressing chapter-related mathematical topics. The tables often include examples of student work or responses that reflect the common errors.

Formative Assessment Notes. These notes describe ways to assess students' developing knowledge and understanding, and can also help teachers improve their understanding of how to best help students through targeted instruction.

Technology Notes. These notes provide practical information about how technology can be used to help students learn the content in the section. Standards for Mathematical Practice Notes.

Expanded Lessons. The activities in the book are written in a brief format to avoid detracting from the flow of ideas.

But in each chapter, one or more activities have been expanded it into a complete lesson plan, following the before, during, after structure described in Chapter 2.

Common Core State Standards Appendices. The mathematical practices outlined in the CCSSs are described in Chapter 1; examples are highlighted throughout the content chapters in Part 2 through margin notes; and Appendix A outlines the eight Standards for Mathematical Practice. New to This Edition. Key content changes include: A shift in topics to correspond to the Common Core State Standards CCSS and other new state standards, among them: a considerable emphasis on multiplicative thinking, rational numbers, and the development of the mathematical practices.

This includes: Basic Facts: Chapter 9 includes an increased focus on assessing basic facts, presenting the risks of using timed tests and presenting a collection of alternative assessment ideas.

Whole Number Computation: Chapter 11 includes an expanded discussion of the written records of computing multiplication and division problems including lattice multiplication, open arrays, and partial quotients.

Fraction Operations: Chapter 11 uses a developmental approach capitalizing on learning trajectories ad expands the discussion of developing meaning for each operation with more examples and activities. Algebra: Chapter 15 carefully bridges the connection between arithmetic and algebra with increased attention to relational thinking and the structure of equations.

Significant attention is paid to content described in the CCSS, including generalizing arithmetic, use of symbols, structure in the number system, and functional thinking. Measurement: Includes an increased emphasis on converting units in the same measurement system, a new section on perimeter, which focuses on the third grade, and new activities and additional activity sheets across all measurement topics.

Activities corresponding to the CCSS have been added. Most include adaptation and accommodation suggestions for English language learners and students with special needs.

Tables of Common Errors and Misconceptions help readers avoid or move beyond common problems in learning mathematics. Major changes to specific chapters include: Chapter 1: A new table that relates NCTM's process standards and CCSS-M's mathematical practices CCSSO, , clarification about the difference between modeling mathematics and modeling with mathematics, and an additional emphasis on the characteristics of productive classrooms that promote student understanding.

Chapter 2: A new section on the eight mathematics teaching practices from Principles to Actions NCTM, ; a new section on "Evaluating and Adapting Tasks" that includes suggestions for adapting tasks to increase their potential for learning; a new section on growth versus fixed mindsets and their relationship to productive struggle and learning from mistakes; a new section on aspects of questioning that helps teachers think, in particular, about the level of questions asked and the pattern of questions used; and more detail pertaining to the three-phases before, during, and after to better highlight that these phases occur during not after the lesson.

Chapter 3: Supported by the recent position statement from professional organizations NCSM and AMTE about assessment for learning AFL , this chapter was revised to be more explicit about how to collect evidence from students on their progress, interpret that evidence, make informed decisions about the next instructional steps and provide actionable feedback to students.

There is also an expanded section on using writing to learn mathematics. Chapter 4: This chapter was revised to better highlight differentiated tasks for whole-classroom instruction. You will also find new team-building activities to enhance your children's interactions with each other when working in groups.

Chapter 6: Chapter 6 has several new features including a printable set of cards, each with a Strategy for Making Math Accessible for learners who struggle. This resource can be used when planning core instruction modifications or interventions for students with special needs. There is also a Mathematics Integration Plan Template to support planning for gifted students or students with a high interest in exploring mathematical topics in relation to other subject areas or perspectives.

Benefits of creating a Pearson eText course Share highlights and notes with students. Add your personal teaching style to important topics, call out need-to-know information, or clarify difficult concepts directly in the eText. They are now available in the Pearson eText at the point of use.

Access reading analytics. Use the dashboard to gain insight into how students are working in their eText to plan more effective instruction in and out of class. Schedule readings. Teaching Mathematics through Problem Solving 3. Creating Assessments for Learning 4. Differentiating Instruction 5. Teaching Culturally and Linguistically Diverse Children 6. Planning, Teaching, and Assessing Children with Exceptionalities 7. Collaborating with Families and Other Stakeholders.

Part 2: Teaching Student-Centered Mathematics 8. Developing Meanings for the Operations Building Strategies for Whole-Number Computation Promoting Algebraic Reasoning Exploring Early Fraction Concepts Building Measurement Concepts Developing Geometric Reasoning and Concepts Helping Children Use Data. Appendix A. Guide to Blackline Masters. Pearson offers affordable and accessible purchase options to meet the needs of your students.

Connect with us to learn more. 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. In addition, 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, as the chair of the Educational Materials Committee, and as a frequent speaker at national and regional meetings. LouAnn H. Lovin is a professor of mathematics education at James Madison University Virginia.

LouAnn taught mathematics to middle and high school students before transitioning to PreK-grade 8. For almost twenty years, she has worked in PreK through grade 8 classrooms and engaged with teachers in professional development as they implement a student-centered approach to teaching mathematics.

LouAnn's research on teachers' mathematical knowledge for teaching has focused most recently on the developmental nature of prospective teachers' fraction knowledge. Karen S. Previously, she was a professor of mathematics education at the University of Louisville for more than twenty years. Prior to entering the field of teacher education she was an elementary school teacher in New York.

She continues to work in classrooms to support teachers of students with disabilities in their mathematics instruction. Jennifer M. Bay-Williams is a professor of mathematics education at the University of Louisville Kentucky.

Jennifer frequently offers professional development about effective mathematics teaching to K teachers and leaders. Additionally, she has written dozens of articles on teaching and learning in NCTM journals. 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.

We're sorry! We don't recognize your username or password. Please try again. The work is protected by local and international copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. You have successfully signed out and will be required to sign back in should you need to download more resources. John A. Bay-Williams, University of Louisville.

Description For courses in Elementary Mathematics Methods and for classroom teachers. Text features and benefits include:. NEW - The use of color in the figures, tables, and text helps to enhance and clarify the concepts presented. Teaching Tips. These brief tips offer practical takeaway ideas and instructional suggestions that support teaching and learning.

Stop and Reflect sections. With an eye to reflective thinking as the key to effective learning, these sections ask readers to pause to consider a problem or reflect on what they have read.

As these features appear at the end of every chapter in Part 1, they are ideal for use as discussion prompts in professional learning communities. Big Ideas. Lists of key mathematical ideas appear at the beginning of each chapter and provide a snapshot of the math being presented. Numerous problem-based tasks, designed to engage students in doing mathematics, are presented in the activities and now connect to the appropriate CCSSs.

Most include adaptation and accommodation suggestions for English Learners and students with special needs. Appendix D includes a table listing all of the activities at a glance. NEW - Tables of Common Errors and Misconceptions help readers avoid or move beyond common problems in learning mathematics.

Each chapter in Part 2 includes a new table addressing chapter-related mathematical topics. The tables often include examples of student work or responses that reflect the common errors. Formative Assessment Notes.

These notes describe ways to assess students' developing knowledge and understanding, and can also help teachers improve their understanding of how to best help students through targeted instruction. Technology Notes. These notes provide practical information about how technology can be used to help students learn the content in the section. Standards for Mathematical Practice Notes. Expanded Lessons. The activities in the book are written in a brief format to avoid detracting from the flow of ideas.

But in each chapter, one or more activities have been expanded it into a complete lesson plan, following the before, during, after structure described in Chapter 2. Common Core State Standards Appendices.