Detailed plans for helping elementary students experience deep mathematical learning The mathematical tasks in this guide will challenge your youngest students to do deep problem-based learning. These ready-to-implement tasks connect concepts, skills, and practices and encourage students to reason, problem-solve, discuss, explore, justify, monitor their own thinking, and connect the mathematics they know to new situations. In other words, these tasks allow students to truly do mathematics! Written with a strengths-based lens, this guide includes: ¿ Complete task-based lessons, referencing…mehr
Detailed plans for helping elementary students experience deep mathematical learning The mathematical tasks in this guide will challenge your youngest students to do deep problem-based learning. These ready-to-implement tasks connect concepts, skills, and practices and encourage students to reason, problem-solve, discuss, explore, justify, monitor their own thinking, and connect the mathematics they know to new situations. In other words, these tasks allow students to truly do mathematics! Written with a strengths-based lens, this guide includes: ¿ Complete task-based lessons, referencing mathematics standards and practices, vocabulary, and materials ¿ Downloadable planning tools, student resource pages, and thoughtful questions, and formative assessment prompts ¿ Guidance on preparing, launching, facilitating, and reflecting on each task ¿ Notes on access and equity, focusing on students' strengths, productive struggle, and distance or alternative learning environments Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Beth McCord Kobett, EdD, is Professor of Education and Associate Dean at Stevenson University, where she leads, teaches and supports early childhood, elementary, and middle preservice teachers in mathematics education. She is a former classroom teacher, elementary mathematics specialist, adjunct professor, and university supervisor. Beth also served as the Director of the First Year Seminar program at Stevenson University. She recently completed a three-year term as an elected Board Member for the National Council of Teachers of Mathematics and was the former president of the Association of Maryland Mathematics Teacher Educators (AMMTE). Beth leads professional learning efforts in mathematics education both regionally and nationally. Beth is a recipient of the Mathematics Educator of the Year Award from the Maryland Council of Teachers of Mathematics (MCTM) and the Johns Hopkins University Distinguished Alumni Award. Beth also received Stevenson University's Rose Dawson Award for Excellence in Teaching as both an adjunct and full-time faculty member. Beth believes in fostering a strengths-based community with her students and strives to make her learning space inviting, facilitate lessons that spark curiosity and innovation, and cultivate positive productive struggle.
Inhaltsangabe
Chapter 1: Doing-Math Tasks: What Are They, Why Are They Important, and How Do I Plan for Implementation? Chapter 2: Laying the Groundwork for Teaching With Doing-Math Tasks Chapter 3: Implementing A Doing-Math Task-Based Lesson Chapter 4: Operations and Algebraic Thinking - Representing and Solving Problems Chapter 5: Operations and Algebraic Thinking - Multiplication and Division Foundations Chapter 6: Operations and Algebraic Thinking: Understanding & Interpreting Operations Chapter 7: Number and Operations in Base Ten - Using Place Value Understandings Chapter 8: Number and Operations in Base Ten - Adding, Subtracting, and More Chapter 9: Number and Operations in Base Ten - Adding, Subtracting, and Multiplying Chapter 10: Numbers and Operations: Fractions - Partitioning and Representing Chapter 11: Number and Operations: Fractions - Equivalence, Comparing, and Representing Chapter 12: Measurement: Time, Money, Length and Weight Chapter 13: Measurement and Data: Measuring and Representing and Interpreting Data Chapter 14: Geometric Measurement: Measurement, Perimeter, and Area Chapter 15: Geometry: Reasoning with Shapes and their Attributes Chapter 16: Your Turn Appendix A: Task-Lesson Template Appendix B: Formative Assessment Tools References Index
Chapter 1: Doing-Math Tasks: What Are They, Why Are They Important, and How Do I Plan for Implementation? Chapter 2: Laying the Groundwork for Teaching With Doing-Math Tasks Chapter 3: Implementing A Doing-Math Task-Based Lesson Chapter 4: Operations and Algebraic Thinking - Representing and Solving Problems Chapter 5: Operations and Algebraic Thinking - Multiplication and Division Foundations Chapter 6: Operations and Algebraic Thinking: Understanding & Interpreting Operations Chapter 7: Number and Operations in Base Ten - Using Place Value Understandings Chapter 8: Number and Operations in Base Ten - Adding, Subtracting, and More Chapter 9: Number and Operations in Base Ten - Adding, Subtracting, and Multiplying Chapter 10: Numbers and Operations: Fractions - Partitioning and Representing Chapter 11: Number and Operations: Fractions - Equivalence, Comparing, and Representing Chapter 12: Measurement: Time, Money, Length and Weight Chapter 13: Measurement and Data: Measuring and Representing and Interpreting Data Chapter 14: Geometric Measurement: Measurement, Perimeter, and Area Chapter 15: Geometry: Reasoning with Shapes and their Attributes Chapter 16: Your Turn Appendix A: Task-Lesson Template Appendix B: Formative Assessment Tools References Index
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