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Teaching to the math Common Core State Standards : focus on kindergarten to grade 5 /
This is a methods book for elementary majors and preservice/beginning elementary teachers. It takes a very practical approach to learning to teach elementary school mathematics in an emerging Age of the Common Core State Standards. The Common Core State Standards in Mathematics (CCSSM) is not meant...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam ; Boston :
Sense Publishers,
[2014]
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Rivera, F. D., |e author. | |
| 245 | 1 | 0 | |a Teaching to the math Common Core State Standards : |b focus on kindergarten to grade 5 / |c F.D. Rivera. |
| 264 | 1 | |a Rotterdam ; |a Boston : |b Sense Publishers, |c [2014] | |
| 264 | 4 | |c Ã2014 | |
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| 588 | 0 | |a Print version record. | |
| 520 | |a This is a methods book for elementary majors and preservice/beginning elementary teachers. It takes a very practical approach to learning to teach elementary school mathematics in an emerging Age of the Common Core State Standards. The Common Core State Standards in Mathematics (CCSSM) is not meant to be "the" official mathematics curriculum; it was purposefully developed primarily to provide clear learning expectations of mathematics content that are appropriate at every grade level and to help prepare all students to be ready for college and the workplace. A quick glance at the Table of Contents in this book indicates a serious engagement with the recommended mathematics underlying the kindergarten through grade 5 portions of the CCSSM first, with issues in content-practice assessment, learning, teaching, and classroom management pursued next and in that order. In this book we explore what it means to teach to the CCSSM within an alignment mindset involving content-practice learning, teaching, and assessment. The CCSSM content standards, which pertain to mathematical knowledge, skills, and applications, have been carefully crafted so that they are teachable, learnable, coherent, fewer, clearer, and higher. The practice standards, which refer to institutionally valued mathematical actions, processes, and habits, have been conceptualized in ways that will hopefully encourage all elementary students to engage with the content standards more deeply than merely acquiring mathematical knowledge by rote and imitation. Thus, in the CCSSM, proficiency in content alone is not sufficient, and so does practice without content, which is limited. Content and practice are both equally important and, thus, must come together in teaching, learning, and assessment in order to support authentic mathematical understanding. This blended, multisourced text is a "getting smart" book. It helps elementary majors and preservice/beginning elementary teachers work within the realities of accountable pedagogy and develop a proactive disposition that is capable of supporting all elementary students in order for them to experience growth in mathematical understanding necessary for middle school and beyond, including future careers | ||
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a COVER; CONTENTS; CHAPTER 1: DEAR ELEMENTARY MAJORS AND PRACTICING AND BEGINNING ELEMENTARY TEACHERS: AN INTRODUCTION; 1.1 A BLENDED MULTISOURCED APPROACH TO LEARNING TO TEACH MATHEMATICS; 1.2 OVERVIEW OF THE REMAINING CHAPTERS; CHAPTER 2: GETTING TO KNOW THE COMMON CORE STATE STANDARDS FOR MATHEMATICAL PRACTICE; 2.1 CONTENT ACTIVITY 1: GENERATING ADDITION FACTS; 2.2 THE EIGHT COMMON CORE STATE STANDARDS FOR MATHEMATICAL PRACTICE; 2.3 CONTENT ACTIVITY 2: BUILDING A HEXAGON FLOWER GARDEN DESIGN; 2.4 PROBLEM SOLVING CONTEXTS IN ELEMENTARY SCHOOL MATHEMATICS. | |
| 505 | 8 | |a 2.4.1 Content Activity 3: Different Types of Problems in Elementary School Mathematics2.5 REPRESENTATIONS IN ELEMENTARY SCHOOL MATHEMATICS; 2.5.1 Content Activity 4: A Kindergarten Subtraction Task; 2.5.2 Content Activity 5: Representing Whole Numbers in Second Grade; 2.6 CONNECTIONS IN ELEMENTARY SCHOOL MATHEMATICS; 2.6.1 Content Activity 6: Repeating Patterns; 2.7 REASONING AND PROOF IN ELEMENTARY SCHOOL MATHEMATICS; 2.7.1 Content Activity 7: Division Problems in Third Grade; 2.7.2 Activity 8: Even and Odd Numbers in Second Grade; 2.8 COMMUNICATION IN ELEMENTARY SCHOOL MATHEMATICS. | |
| 505 | 8 | |a 2.8.1 Content Activity 9: Addition and Subtraction Strategies from First to Second Grade2.8.2 Content Activity 10: Generating Addition and Subtraction Facts in First Grade; 2.9 DOING MATHEMATICS WITH AN EYE ON THECONTENT-PRACTICE STANDARDS OF THE CCSSM; CHAPTER 3: COUNTING AND CARDINALITY IN KINDERGARTEN; 3.1 SUBITIZING: LAYING THE FOUNDATION FOR EARLY MULTIPLICATIVE THINKING; 3.2 COUNTING AND WRITING NUMBERS AND NUMBER WORDS: BUILDING ON RHYTHMIC STRUCTURES; 3.3 COMPARING QUANTITIES; 3.4 MAPPING THE CONTENT STANDARDS WITH THE PRACTICE STANDARDS. | |
| 505 | 8 | |a 3.5 DEVELOPING A CONTENT STANDARD PROGRESSION TABLE FOR THE COUNTING AND CARDINALITY DOMAINCHAPTER 4: NUMBERS AND OPERATIONS (PART I); 4.1 PLACE VALUE IN BASE TEN: THE BASIC MATHEMATICAL STRUCTURE OF WHOLE NUMBERS AND DECIMAL NUMBERS IN THE CCSSM; 4.2 REPRESENTING WHOLE NUMBERS IN BASE TEN FROM K TO GRADE 4; 4.3 REPRESENTING DECIMAL NUMBERS IN GRADE 5; 4.4 COMPARING AND ORDERING WHOLE NUMBERS AND DECIMAL NUMBERS FROM GRADES 1 TO 5; 4.5 ROUNDING WHOLE NUMBERS FROM GRADES 3 TO 5; 4.6 MAPPING THE CONTENT STANDARDS WITH THE PRACTICE STANDARDS. | |
| 505 | 8 | |a 4.7 DEVELOPING A CONTENT STANDARD PROGRESSION TABLE FOR PART I OF THE NUMBERS AND OPERATIONS IN BASE TEN DOMAINCHAPTER 5: OPERATIONS AND ALGEBRAIC THINKING; 5.1 ALGEBRAIC THINKING FROM KINDERGARTEN TO GRADE 5; 5.2 THE FOUR FUNDAMENTAL OPERATIONS AS GENERAL METHODS FOR COMBINING AND GENERATING MORE NUMBERS; 5.2.1 Addition; 5.2.2 Subtraction; 5.2.3 Multiplication; 5.2.4 Division; 5.3 FORMING EQUIVALENT EXPRESSIONS AND UNDERSTANDING THE GENERAL MEANING OF THE EQUAL SIGN; 5.4 INSTANTIATING NONSYMBOLIC ALGEBRA THROUGH PROBLEM SOLVING IN ARITHMETICAL ACTIVITY. | |
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