Beth L. L. MacDonald, Jonathan N. N. Thomas

Teaching Mathematics Conceptually (eBook, ePUB)

Guiding Instructional Principles for 5-10 year olds

• Format: ePub

Produktbeschreibung

This book expands upon the guiding principles at the heart of Math Recovery® instruction, exploring their connections with learning theory, practical application in the classroom and their wider links to agreed concepts of high-quality mathematics teaching.

It provides a well-rounded overview of all major aspects of mathematics teaching including inquiry-based and constructivist approaches, planning and assessment, and strategies that offer children opportunities for reflection, satisfaction and increasing challenge.

Particular focus is placed on equitable and inclusive practices in mathematics and how we can develop teaching that connects with the abilities, cultures, and lived experiences of all children.

This is essential reading for all teachers familiar with the Math Recovery® approach and classroom mathematics teachers in elementary and primary schools everywhere seeking to enhance their own professional knowledge and understanding.

Beth L. MacDonald is an associate professor in Early Childhood Mathematics Education in the School of Teaching and Learning at Illinois State University.
Jonathan N. Thomas is an associate professor of mathematics education and the chairperson of the Department of STEM Education at the University of Kentucky.

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Produktdetails

• Verlag: SAGE Publications
• Erscheinungstermin: 8. April 2023
• Englisch
• ISBN-13: 9781529618174
• Artikelnr.: 68346445

Autorenporträt

Beth L. MacDonald is an associate professor in Early Childhood Mathematics Education in the School of Teaching and Learning at Illinois State University. After completing a Bachelor of Arts degree in Studio Art and Elementary Education (PreK-6) at SUNY Potsdam, Beth taught elementary school for 15 years and served as a K-5 Instructional Specialist for two years in southwest Virginia. In this time, Beth taught in fully inclusive elementary classrooms within Title 1 schools and within all K-5 grade levels. While teaching, Beth completed her Master of Arts in Education degree, with a focus on K-8 Mathematics Education and her Doctor of Philosophy degree, with a Curriculum and Instruction concentration and focus on Mathematics Education, both from Virginia Tech. Her research broadly focuses on PreK-5 students' development of number, particularly with subitizing activity at the center of this development. Moreover, Beth collaborates often with colleagues who examine teachers' specialized content knowledge development in mathematics/STEM and collaborates with colleagues who examine marginalized students' number understanding development. Beth also served as a lead guest editor for Special Issue for the Education Sciences Journal, focusing on STEM in Early Childhood Education.

Inhaltsangabe

Chapter 1: Introduction
Chapter 2: Inquiry-Based Instruction
Chapter 3: Mathematics Learning Progressions And Multiple Student-Created Strategies
Chapter 4: Relationships Between Mathematics Teaching And Learning
Chapter 5: Planning Effective Mathematics Teaching
Chapter 6: Formative Assessments
Chapter 7: Monitoring Mathematics Learning
Chapter 8: Feedback And Discourse In Mathematics Instruction
Chapter 9: Grouping Students To Promote A Productive Struggle In Mathematics Instruction
Chapter 10: The Role Of Children's Reflection In Mathematics Learning
Chapter 11: Equitable Mathematics Practices
Chapter 12: Connecting Back To NCTM Mathematics Teaching Practices And Common Core State Standards Of Mathematics Practices