Making the transition to student-centered learning begins with finding ways to get students to share their thinking, something that can be particularly challenging for math class.
Making the transition to student-centered learning begins with finding ways to get students to share their thinking, something that can be particularly challenging for math class.
Cathy Humphreys is currently a doctoral student at Stanford University, where she studies mathematics teaching and learning. She has taught grades 2-12 in the California public schools for thirty years, has worked as an instructor for the Mathematics Education Collaborative and for Math Solutions, and has served as a mathematics coach for the Silicon Valley Mathematics Initiative. She is thecoauthor, with Jo Boaler, ofConnecting Mathematical Ideas (Heinemann, 2005). Ruth Parker is a former classroom teacher and has spent over 20 years leading professional development for math teachers in grades K-12. She is currently the CEO of the Mathematics Education Collaborative, preparing the next generation of mathematics teacher leaders for Washington state. She received her master's degree and her Ph.D. from the University of Oregon. "Nothing is more satisfying than watching my students develop a sense of agency, a curiosity about new mathematical ideas, and an awareness that they have mathematical ideas worth sharing," Ruth says of her love of teaching. Ruth loves to hike, especially in the Pacific Northwest, and playing with her grandchildren.
Inhaltsangabe
Introduction Chapter 1: What Are Number Talks? Why Are They So Important? Chapter 2: Getting Number Talks Started Chapter 3: Guiding Principles for Enacting Number Talks in the Classroom Prelude to the Operations Chapter 4: Subtraction Across the Grades Chapter 5: Multiplication Across the Grades Chapter 6: Addition Across the Grades Chapter 7: Division Across the Grades Chapter 8: Making Sense of Fractions (and Decimals and Percent) Chapter 9: Number Talks Can Spark Investigations Chapter 10: Managing Bumps in the Road Chapter 11: Moving Forward
Introduction Chapter 1: What Are Number Talks? Why Are They So Important? Chapter 2: Getting Number Talks Started Chapter 3: Guiding Principles for Enacting Number Talks in the Classroom Prelude to the Operations Chapter 4: Subtraction Across the Grades Chapter 5: Multiplication Across the Grades Chapter 6: Addition Across the Grades Chapter 7: Division Across the Grades Chapter 8: Making Sense of Fractions (and Decimals and Percent) Chapter 9: Number Talks Can Spark Investigations Chapter 10: Managing Bumps in the Road Chapter 11: Moving Forward
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