Succeeding at Teaching Mathematics, K-6.

This invaluable resource helps beginning educators focus on the big ideas in teaching mathematics and promote student engagement.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Sliva Spitzer, Julie A.
Otros Autores: Roddick, Cheryl D.
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Thousand Oaks : SAGE Publications, 2007.
Temas:
Mathematics > Study and teaching (Elementary)
Acceso en línea:Texto completo

MARC

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008 160213s2007 xx o 000 0 eng d
040 |a EBLCP  |b eng  |e pn  |c EBLCP  |d OCLCQ  |d AU@  |d OCLCQ  |d LOA  |d OCLCO  |d OCLCF  |d K6U  |d OCLCQ  |d OCLCO 
020 |a 9781412927659 
020 |a 141292765X 
029 1 |a AU@  |b 000062375138 
035 |a (OCoLC)939262916 
050 4 |a QA135.6  |b .S65 2008 
082 0 4 |a 372.7  |2 22 
049 |a UAMI 
100 1 |a Sliva Spitzer, Julie A. 
245 1 0 |a Succeeding at Teaching Mathematics, K-6. 
260 |a Thousand Oaks :  |b SAGE Publications,  |c 2007. 
300 |a 1 online resource (137 pages) 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
588 0 |a Print version record. 
520 |a This invaluable resource helps beginning educators focus on the big ideas in teaching mathematics and promote student engagement. 
505 0 |a Cover -- Contents -- Acknowledgments -- About the Authors -- Introduction -- How the Book is Organized -- Chapter 1 -- A Glimpse at Mathematics Instruction -- Two Illustrations -- Vignette 1: Second Grade-Subtraction with Regrouping -- Discussion -- Vignette 2: Fourth Grade-Developing the Concept of Fractions -- Discussion -- Success in Teaching Mathematics -- Summary -- Chapter 2 -- Standards-Based Teaching -- Why Do We Need Standards for Teaching Mathematics? -- The National Council of Teachers of Mathematics Principles and Standards -- Principles -- Content and Process Standards -- The Five Content Standards -- The Five Process Standards -- State and District Standards for Teaching Mathematics -- The Relationship Between Standards and Standards-Based Mathematics Textbooks -- NCTM Curriculum Focal Points -- Examples of Standards-Based Activities Involving Algebraic Thinking -- Overview of Lessons -- Kindergarten: Day and Night -- First and Second Grades: Bigger and Bigger Blocks -- Third Through Sixth Grades: Time for a Party -- NCTM Standards Addressed -- Content Standards -- Process Standards -- Summary -- Chapter 3 -- Engaging Students in Learning Mathematics -- What is Engagement? -- Engaging Learners in the Affective Domain -- Vignette 1: Third Grade Multiplication-Around the World -- Vignette 2: Fifth Grade-Math Jeopardy -- A Description of Glasser's Five Basic Needs -- Vignette 3: Increasing a Student's Confidence in Mathematics -- A Fresh Look at Around the World and Math Jeopardy -- Affective Issues Related to Teaching and Learning Mathematics -- Attitudes Toward Learning Mathematics -- Getting to Know Your Students -- Students Engaged in Learning Probability -- Vignette 4: Fifth Grade Probability-Socializing by Spinners -- Revisiting the Affective Domain -- Engaging Learners in the Behavioral Domain. 
505 8 |a Engaging Learners in the Cognitive Domain -- Multiple Representations -- Problem Solving -- The Mangoes Problem -- Summary -- Chapter 4 -- Engagement Strategies for Special Populations -- The Special Needs Learner -- Know Your Learner -- Create a Positive Classroom Culture -- Increase Opportunities for Communication and Participation -- Differentiate Instructional Strategies -- The Gifted Learner -- Know Your Learner -- Create a Positive Classroom Culture -- Increase Opportunities for Communication and Participation -- Differentiate Instructional Strategies -- Possible Pitfalls -- The English Language Learner -- Know Your Learner -- Create a Positive Classroom Culture -- Increase Opportunities for Communication and Participation -- Differentiate Instructional Strategies -- Example of Engaging Learners in a Mathematics Classroom -- Tessellations and Geometry -- Discussion -- Summary -- Chapter 5 -- Assessment -- Developing Assessments: The Use of Backward Design -- Stages of Backward Design -- Stage 1: Identify Desired Results -- Stage 2: Determine Acceptable Evidence -- Stage 3: Plan Learning Experiences -- Types of Assessment -- Unit Tests and Quizzes -- Open-Middled and Open-Ended Questions -- Projects -- Portfolios -- Journals -- Observation and Questioning -- Rubrics -- Grading and Assessment Schemes -- Practical Ways of Assessing Throughout the Instructional Process -- Tailoring Assessments for Special Populations -- Data-Driven Instructional Practices -- AWord About Standardized Tests -- Summary -- Chapter 6 -- Putting It all Together -- The Year at a Glance: Designing Your Curriculum -- Making Connections Within Mathematics -- The Perfect Party Place -- Making Connections Across the Curriculum -- Mathematics in Language Arts -- Vignette 1: Second Grade-Multiplication -- Mathematics within Science -- Mathematics within Art. 
505 8 |a Mathematics within the Social Sciences -- Creating Thematic Lessons -- Mathematical Connections Across Grades -- Vignette 2: Fourth and Fifth Grade Collaboration -- Succeeding at Teaching Mathematics-and Loving It! -- Appendix A: Communicating with Families -- Appendix B: Mathematics and Literature Connections -- Appendix C: Growing as a Professional -- References -- Index. 
590 |a ProQuest Ebook Central  |b Ebook Central Academic Complete 
650 0 |a Mathematics  |x Study and teaching (Elementary) 
650 7 |a Mathematics  |x Study and teaching (Elementary)  |2 fast 
700 1 |a Roddick, Cheryl D. 
776 0 8 |i Print version:  |a Sliva Spitzer, Julie A.  |t Succeeding at Teaching Mathematics, K-6.  |d Thousand Oaks : SAGE Publications, ©2007  |z 9781412927659 
856 4 0 |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1994080  |z Texto completo 
936 |a BATCHLOAD 
938 |a ProQuest Ebook Central  |b EBLB  |n EBL1994080 
994 |a 92  |b IZTAP 

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