“It is fun to figure out the puzzle of how children go about making sense of mathematics and then how to help teachers help kids.” John A. Van de Walle, Late of Virginia Commonwealth University
This is the philosophy behind Elementary and Middle School Mathematics: Teaching Developmentally. John A. Van de Walle wrote this book to help students understand mathematics and become confident in their ability to teac... MORE
Learning through problem solving is another major theme of this book. Students solve problems not just to apply mathematics, but also to learn new mathematics. Effective problems will take into account where students are, the problematic or engaging aspect of the problem must be due to the mathematics that the students are to learn and not be diluted by non-mathematical activities such as cutting or pasting, and the problem must require justifications and explanations for answers and methods. Learning then becomes an outcome of the problem solving process.
The book also addresses in more detail than any other book on the market the effect that the trends of standards-based education, increased pressure to test, and increased teacher accountability have had on teaching mathematics. He addresses the 2000 NCTM Standards in depth, in Chapter 1 on Teaching Mathematics in the Era of the NCTM Standards, through the NCTM icon that appears in the margins throughout the text, and in two appendices in the back of the book. Chapter 5 on Building Assessment into Instruction has also been heavily revised to focus on increased testing pressure, creating more explicit links between objectives and assessment, and including assessments for students with special needs.
Elementary and Middle School Mathematics: Teaching Developmentally is a book for doing math today–for both students who want to become teachers, and the students they will eventually teach.
New To This Edition:
NEW! Revises Chapter 5 on assessment--Discusses increased testing pressure and accountability, adds more information on equitable assessments, creates more explicit links between objectives and assessment, and includes assessments for students with special needs.
NEW! Updates the Literature Connections feature to remove all out of print children’s literature and include more non-fiction, poetry, and other types of readings.
NEW! Weaves the Focal Points throughout the chapters as well as links them with the Big Ideas feature–Focal Points have also been added to the Appendix.
NEW! Includes expanded coverage of working with diverse learners.
NEW! Gives greater emphasis on dealing with math anxiety.
|Teaching Mathematics in the Era of the NCTM Standards|
|Exploring What it Means to Do Mathematics and Developing Understanding in Mathematics|
|Teaching Through Problem Solving|
|Planning in the Problem-Based Classroom|
|Building Assessment Into Instruction|
|Teaching Mathematics Equitably to All children|
|Technology and School Mathematics|
|Developing Early Numbe... MORE|
|Developing Meanings for the Operations|
|Helping Children Master the Basic Facts|
|Whole-Number Place-Value Development|
|Strategies for Whole-Number Computation|
|Computational Estimation with Whole Numbers|
|Algebraic Thinking: Generalizations, Patterns, and Functions|
|Developing Fraction Concepts|
|Computation with Fractions|
|Decimal and Percentage Concepts and Decimal Computation|
|Developing Measurement Concepts|
|Geometric Thinking and Geometric Concepts|
|Concepts of Data Analysis|
|Exploring Concepts of Probability|
|Developing Concepts of Exponents, Integers, and Real Numbers|
|Table of Contents provided by Publisher. All Rights Reserved.|
Karen Karp is a Professor of Mathematics Education at the University of Louisville (Kentucky). Prior to entering the field of teacher education she was an elementary school teacher in New York. Karen is a co-author of Feisty Females; Inspiring Girls to Think Mathematically, which is aligned with her research interests on teaching mathematics to diverse populations. With Jennifer, Karen co-edited Growing Professionally: Readings from NCTM Publications for Grades K-8. She is a member of the Board of Directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators (AMTE).Jennifer M. Bay-Williams is an Associate Professor of Mathematics Education at the University of Louisville (Kentucky). Jennifer has published many articles on teaching and learning in NCTM journals. She has also co-authored the following books: Math and Literature: Grades 6-8, Math and Nonfiction: Grades 6-8, Navigating through Connections in Grades 6-8. Jennifer taught elementary, middle, and high school in Missouri and in Peru, and continues to work in classrooms at all levels with students and with teachers. Jennifer serves as the President of the Association of Mathematics Teacher Educators (AMTE) and chair of the NCTM Emerging Issues Committee