All students enter our math classrooms with ideas worthy of discussion. Some of the most effective breakthroughs come from short, intentional conversations between students and teacher, yet planning for these moments can seem daunting.
All students enter our math classrooms with ideas worthy of discussion. Some of the most effective breakthroughs come from short, intentional conversations between students and teacher, yet planning for these moments can seem daunting.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Gina Picha, Ed.D. received her master¿s degree in education from Aurora University and her doctoral degree in curriculum and instruction from Concordia University-Austin. Gina has worked in education for the past fourteen years teaching kindergarten, first grade, fifth grade, and as an elementary instructional coach, K¿12 curriculum specialist and K¿5 district math coordinator. She is currently an elementary mathematics curriculum writer living in Austin, TX with her husband, Deric, and two sons, Nolan and Cort.
Inhaltsangabe
Part 1: Math Conferences Chapter 1: Defining Math Conferences Chapter 2: The Similarities and Differences between Math and Literacy Conferences Chapter 3: Types of Math Conferences Part 2: Effective Questioning Chapter 4: Questioning to Promote Thinking and Understanding Chapter 5: Selecting Questions for Specific Purposes Part 3: Asset-Based Conferring Chapter 6: Conferring from Students' Strengths Chapter 7: Nudging Student Thinking and Inviting Conjecture in Beyond the Task Conferences Part 4: Planning for Success Chapter 8: Building a Math Community that Fosters Positive Math Identities Chapter 9: Planning for Data Collection and Analysis Chapter 10: Planning for the Tricky Parts
Part 1: Math Conferences Chapter 1: Defining Math Conferences Chapter 2: The Similarities and Differences between Math and Literacy Conferences Chapter 3: Types of Math Conferences Part 2: Effective Questioning Chapter 4: Questioning to Promote Thinking and Understanding Chapter 5: Selecting Questions for Specific Purposes Part 3: Asset-Based Conferring Chapter 6: Conferring from Students' Strengths Chapter 7: Nudging Student Thinking and Inviting Conjecture in Beyond the Task Conferences Part 4: Planning for Success Chapter 8: Building a Math Community that Fosters Positive Math Identities Chapter 9: Planning for Data Collection and Analysis Chapter 10: Planning for the Tricky Parts
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