Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 6-8 (Volume III), Enhanced Pearson eText -- Access Card

 This book is a practical guide for developmentally appropriate, student-centered mathematics instruction. It is a comprehensive resource that can be used for personal reference, read and discussed as part of a collaboration (such as professional learning communities), or used as a resource for professional development projects.   MARKET: Grade 6-8 mathematics teachers

Table of Contents:
Brief Table of Contents Part 1: Establishing a Student-Centered Environment 1 Setting a Vision for Learning High-Quality Mathematics  2 Teaching Mathematics through Problem Solving  3 Creating Assessments for Learning  4 Differentiating Instruction  5 Teaching Culturally and Linguistically Diverse Children  6 Planning, Teaching, and Assessing Children with Exceptionalities  7 Collaborating with Families and Other Stakeholders Part 2: Teaching Student-Centered Mathematics 8 Fraction Concepts and Computation 9 Decimal Concepts and Computation 10 The Number System  11 Ratios and Proportional Relationships  12 Algebraic Thinking: Expressions, Equations, and Functions  13 Developing Geometry Concepts  14 Exploring Measurement Concepts  15 Working with Data and Doing Statistics  16 Investigating Concepts of Probability Appendix A Common Core State Standards: Standards for Mathematical Practice Appendix B Common Core State Standards: Grades 6—8 Critical Content Areas and Overviews  Appendix C Mathematics Teaching Practices: NCTM Principles to Actions (2014)  Appendix D Activities at a Glance: Volume III  Appendix E Guide to Blackline Masters  References  Index  Detailed Table of Contents Part 1: Establishing a Student-Centered Environment      1 Setting a Vision for Learning High-Quality Mathematics                 Understanding and Doing Mathematics                 How Do Students Learn?                 Teaching for Understanding                 The Importance of Students’ Ideas                 Mathematics Classrooms That Promote Understanding       2 Teaching Mathematics through Problem Solving                 Teaching through Problem Solving: An Upside-Down Approach                 Mathematics Teaching Practices for Teaching through Problem Solving                 Using Worthwhile Tasks                 Orchestrating Classroom Discourse                 Representations: Tools for Problem Solving, Reasoning, and Communication                 Lessons in the Problem-Based Classroom                 Life-Long Learning: An Invitation to Learn and Grow       3 Creating Assessments for Learning                 Assessment That Informs Instruction                 Observations                 Questions                 Interviews                 Tasks                 Students’ Self-Assessment and Reflection                 Rubrics and Their Uses       4 Differentiating Instruction                 Differentiation and Teaching Mathematics through Problem Solving                 The Nuts and Bolts of Differentiating Instruction                 Differentiated Tasks for Whole-Class Instruction                 Tiered Lessons                 Flexible Grouping       5 Teaching Culturally and Linguistically Diverse Students                 Culturally and Linguistically Diverse Students                 Culturally Responsive Mathematics Instruction                 Teaching Strategies that Support Culturally and Linguistically Diverse Students                 Assessment Considerations for ELLs       6 Planning, Teaching, and Assessing Students with Exceptionalities                 Instructional Principles for Diverse Learners                 Implementing Interventions                 Teaching and Assessing Students with Learning Disabilities                 Adapting for Students with Moderate/Severe Disabilities                 Planning for Students Who Are Mathematically Gifted       7 Collaborating with Families and Other Stakeholders                 Sharing the Message with Stakeholders                 Administrator Engagement and Support                 Family Engagement                 Homework Practices and Parent Coaching  Part 2: Teaching Student-Centered Mathematics      8 Fraction Concepts and Computation                 Meanings of Fractions                 Partitioning and Iterating                 Fraction Equivalencies                 Comparing Fractions                 Understanding Fraction Operations                 Addition and Subtraction                 Multiplication                 Division                 Teaching Fractions Effectively                 Literature Connections       9 Decimal Concepts and Computation                 Extending the Place-Value System                 Connecting Fractions and Decimals                 Emphasizing Equivalence between Fractions and Decimals                 Comparing and Ordering Decimal Fractions                Addition and Subtraction                 Multiplication                 Division                 Percents      10 The Number System                 Exponents                 Positive and Negative Numbers                 Operations with Positive and Negative Numbers                 Real Numbers                 Literature Connections       11 Ratios and Proportional Relationships                 Ratios                 Proportional Reasoning                 Covariation in Algebra                Strategies for Solving Proportional Situations                 Teaching Proportional Reasoning                 Literature Connections       12 Algebraic Thinking: Expressions, Equations, and Functions                 Structure in the Number System: Connecting Number and Algebra                 Structure in the Number System: Properties                 Patterns and Functions                 Meaningful Use of Symbols                 Mathematical Modeling                 Algebraic Thinking across the Curriculum                 Literature Connections       13 Developing Geometry Concepts                 Developing Geometric Thinking                 Shapes and Properties                 Transformations                Location                 Visualization                 Literature Connections       14 Exploring Measurement Concepts                 Foundations of Measuring                 Angles                 Area                 Volume and Capacity                 Literature Connections       15 Working with Data and Doing Statistics                 What Does It Mean to Do Statistics?                 Formulating Questions                 Collecting Data                 Analyzing Data: Graphs                 Analyzing Data: Measures of Center and Variability                 Interpreting Results                 Literature Connections       16 Investigating Concepts of Probability                 Introducing Probability                 Theoretical Probability and Experiments                 Sample Spaces and the Probability of Compound Events                 Simulations                 Common Misconceptions about Probability                 Literature Connections Appendix A Common Core State Standards: Standards for Mathematical Practice Appendix B Common Core State Standards: Grades 6—8 Critical Content Areas and Overviews Appendix C Mathematics Teaching Practices: NCTM Principles to Actions (2014)  Appendix D Activities at a Glance: Volume III  Appendix E Guide to Blackline Masters  References  Index

About the Author :
The late John A. Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a mathematics education consultant who regularly gave professional development workshops for K—8 teachers in the United States and Canada. He visited and taught in elementary school classrooms and worked with teachers to implement student-centered math lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K—6 series and contributed to the Pearson School mathematics program, enVisionMATH. In addition, he wrote numerous chapters and articles for the National Council of Teachers of Mathematics (NCTM) books and journals and was very active in NCTM, including serving on the Board of Directors, as the chair of the Educational Materials Committee, and as a frequent speaker at national and regional meetings. LouAnn H. Lovin is a professor of mathematics education at James Madison University (Virginia). She co-authored the first edition of the Teaching Student - Centered Mathematics Professional Development Series with John A. Van de Walle as well as Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners, 2nd Edition with David Allsopp and Sarah Vaningen. LouAnn taught mathematics to middle and high school students before transitioning to pre-K—grade 8. For almost twenty years, she has worked in pre-K through grade 8 classrooms and engaged with teachers in professional development as they implement a studentcentered approach to teaching mathematics. She has published articles in Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Teaching Exceptional Children and has served on NCTM’s Educational Materials Committee. LouAnn’s research on teachers’ mathematical knowledge for teaching has focused most recently on the developmental nature of prospective teachers’ fraction knowledge. Karen S. Karp is at the School of Education at Johns Hopkins University-Baltimore, MD. Previously, she was a professor of mathematics education at the University of Louisville for more than twenty years. Prior to entering the field of teacher education she was an elementary school teacher in New York. She is also co-author of Elementary and Middle School Mathematics: Teaching Developmentally, Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K—Grade 2, and numerous book chapters and articles. She is a former member of the Board of Directors of NCTM and a former president of the Association of Mathematics Teacher Educators (AMTE). She continues to work in classrooms to support teachers of students with disabilities in their mathematics instruction. Jennifer M. Bay - Williams is a 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 coauthored numerous books, including Mathematics Coaching: Resources and Tools for Coaches and Leaders, K—12; Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K—Grade 2; Math and Literature: Grades 6—8; Math and Nonfiction: Grades 6—8; and 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 served as member of Board of Directors for TODOS: Equity for All, as president of AMTE, and as editor for the 2012 NCTM Yearbook.