About the Book
"Having taught middle school mathematics for more than 20 years, I truly believe this is an awesome math methods book for middle school teachers. This research-based book fully documents the different learning styles and demonstrates tangible strategies that meet the NCTM process standards. Each chapter includes best practices, defines various strategies, and provides variations and extensions. Each strategy is explained in detail with actual practice problems and great discussion."
—Edna F. Bazik, Mathematics Education Program Coordinator
National-Louis University
Make mathematics instruction more effective by engaging learners of all styles!
One key to raising achievement in mathematics is to recognize that all students have preferred styles of thinking and learning. By rotating teaching strategies, you can reach learners through their preferred styles, as well as challenge students to think in other styles. Styles and Strategies for Teaching Middle School Mathematics provides a set of powerful, research-based strategies to help middle school teachers differentiate mathematics instruction and assessment according to their students′ learning styles.
Presenting four distinct mathematical learning styles—Mastery, Understanding, Self-Expressive, and Interpersonal—this book offers classroom-tested instructional strategies that can be mixed and matched to reach all learners. Compatible with any curriculum or textbook, the book:
Explains how the strategies address NCTM process standards and students′ learning styles
Includes step-by-step directions, examples, and planning considerations for each strategy
Provides reproducible forms for implementing the strategies
Offers variations and ways to adapt each strategy to meet a variety of instructional demands
With assessment components woven throughout, this invaluable guide helps middle school mathematics teachers effectively reach and teach today′s learners.
Table of Contents:
Acknowledgments
About the Authors
Introduction: Building the 21st Century Mathematics Classroom
1. Mastery Strategies
Overview
Convergence Mastery
Vocabulary Knowledge Rating
Proceduralizing
Mental Math Strings
Graduated Difficulty
New American Lecture
2. Understanding Strategies
Overview
Reading for Meaning
Compare and Contrast
Concept Attainment
Math Busters
3. Self-Expressive Strategies
Overview
Metaphorical Expression
3-D Viewer
Modeling and Experimentation
Inductive Learning
4. Interpersonal Strategies
Overview
Reciprocal Learning
Collaborative Summarizing
Game Competition
Paired Learner/Cooperative Learner
5. Multi-Style Strategies
Overview
Task Rotation
Math Notes
Integrated Math Engagement
Reference
Index
About the Author :
Consulting Description
Edward J. Thomas is founder and president of Dimension 2000, a professional development organization that works with teachers of mathematics. He has over 30 years of experience as a mathematics teacher at the middle school, high school, district, and undergraduate levels. Edward has authored several articles and books on mathematics instruction and has developed a number of educational games for the mathematics classroom. He was the co-chair of the Northwest Georgia P-16 Council, an initiative designed to improve teacher quality and student achievement from pre-school through the undergraduate level. Edward is an experienced mathematics consultant who has conducted workshops for schools throughout the country. He has also presented at state, regional, and national conferences for the National Council of Teachers of Mathematics (NCTM), Georgia Council of Teachers of Mathematics (GCTM), Southern Regional Education Board (SREB), Georgia Association of Educational Leaders (GAEL), Georgia Middle School Association (GMSA), and the Association for Supervision and Curriculum Development (ASCD).
To learn more about Thomas’ MATHCORE 2K, an online professional development resource produced by Dimension 2000, visit http://www.mathcore2k.com/. John Brunsting is a mathematics teacher, a staff development specialist, and an author. John serves schools as a teacher and coach as well as a mathematics consultant on practical, style-based tools and strategies. He is a coordinator for Illinois Advanced Placement Institutes and cofounder of Mathematics & Technology Institutes, teacher training organizations committed to the instructional excellence of teachers. Previously an AP Calculus Exam Committee member, John coauthored Preparing for the AP Calculus Examination (2006). In 2008, John coauthored the best-selling Math Tools, Grades 3-12: 64 Ways to Differentiate Instruction and Increase Student Engagement. He has presented at national and international conferences for the National Council of Teachers of Mathematics (NCTM), National Council of Supervisors of Mathematics (NCSM), the Association for Supervision and Curriculum Development (ASCD), the Japan Association for Supervision and Curriculum Development (JASCD), Teachers Teaching with Technology (T3), and the International Conference on Computers in Education (ICCE).
Review :
"A major strength is the collection of strategies tied to multiple learning styles. The framework provides educators with a purposeful way to choose different teaching techniques." -- Cheryl Rose Tobey, Senior Program Director for Mathematics "Within hours of receiving their copies of this book, our high school math coaches were using math strategies in their classrooms and sharing their students' successes with their colleagues. One coach raved, 'Finally! Things that I can use for teaching math! Not just something generic, and the examples are just the topics that my students need the most help learning.'" -- Jody L Hoch, K-12 Director of Mathematics "The book does a nice job introducing new ways to teach mathematics. The progressive ideas have students actively learning math. The wide variety of problems presented truly cover what could be in a middle school curriculum." -- Kathryn McCormick, Seventh-Grade Teacher "This book offered me the necessary information to design my doctoral study using learning style intervention strategies to improve mathematical achievement for our middle school students. My teachers embraced this book with excitement and looked forward to putting the recommended strategies into action." -- Jean M. Ferrara, K-12 District Mathematics Supervisor "I picked up new techniques and formats to use in my everyday lessons. The lessons were helpful in changing and differentiating instruction in the classroom, not only to meet the needs and learning preferences of each student, but also to step away from the daily class routine. At first, the students were not used to these engaging activities. However, as they got used to abstract ways of thinking, they participated more and felt more comfortable. It was nice to see them being involved in their education." -- Jacquelyn Baldini, Math and LAL Teacher "An excellent tool with easy-to-understand examples that take teachers into the 21st-century classroom approach to learning. The sections on why the strategies work speaks to the research that is critical in teaching these days." -- Diana Rogers, Regional Coordinator "The strategies brought my teaching to a level where my students enjoyed learning mathematics. More important, they understood the concepts, which gave them the skills and confidence to excel." -- Amber S. Koonce, Teacher "Having taught middle school mathematics for more than 20 years, I truly believe this is an awesome math methods book for middle school teachers. This research-based book fully documents the different learning styles and demonstrates tangible strategies that meet the NCTM process standards. Each chapter includes best practices, defines various strategies, and provides variations and extensions. Each strategy is explained in detail with actual practice problems and great discussion." -- Edna F. Bazik, Mathematics Education Program Coordinator "This is one of the best, most practical books I have read in over 30 years as an educator. The book is set up so that every teacher could easily use it to improve mathematics instruction. Every child deserves to be in a learning environment where these styles and strategies are common practice. I highly recommend this book as a tool to improve student performance." -- Elizabeth Fannin, Educational Consultant "This book contains interesting strategies that can be incorporated into solid, conceptual teaching." -- Georgia A. Cobbs
