Succeeding at Teaching Mathematics, K-6
Purchase
Description
"I wish I'd had this book when I began teaching years ago."
—Beth Peters, Mathematics Education Consultant
"An excellent, concise book for novice mathematics teachers, with good ideas for experienced teachers as well."
—Colleen Martin, Fifth-Grade Teacher
Wilder Waite Grade School, Peoria, IL
Practical support for mathematics instruction—putting it all together, from standards-based instruction to assessment!
Meeting the requirements of teaching mathematics in the current era of accountability can be challenging for any new teacher. Succeeding at Teaching Mathematics, K–6 helps beginning educators focus on the big ideas in teaching mathematics, promote positive engagement in the classroom through practical strategies, and use a variety of methods to assess student understanding.
Teachers will find classroom vignettes that encourage thought-provoking discussions, examples of standards-based activities, and an overview of NCTM content and process standards. Particular attention is given to instructing and assessing English Language Learners, as well as special needs and gifted populations. The authors answer the most pressing questions for novice teachers of mathematics, including how to:
- Develop a philosophy for teaching mathematics
- Design a mathematics curriculum that makes connections within mathematics and across content areas
- Differentiate instructional strategies
- Engage students instead of managing them
This invaluable resource provides the ideal support and guidance to help new teachers get off to a great start!
Contents
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction
- 1. A Glimpse at Mathematics Instruction
- Two Illustrations
- Success in Teaching Mathematics
- Summary
- 2. Standards-Based Teaching
- Why Do We Need Standards for Teaching Mathematics?
- The National Council of Teachers of Mathematics Principles and 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
- Summary
- 3. Engaging Students in Learning Mathematics
- What Is Engagement?
- Engaging Learners in the Affective Domain
- Affective Issues Related to Teaching and Learning Mathematics
- Students Engaged in Learning Probability
- Summary
- 4. Engagement Strategies for Special Populations
- The Special Needs Learner
- The Gifted Learner
- The English Language Learner
- Example of Engaging Learners in a Mathematics Classroom
- Summary
- 5. Assessment
- Developing Assessments: The Use of Backward Design
- Types of Assessment
- Rubrics
- Grading and Assessment Schemes
- Practical Ways of Assessing Throughout the Instructional Process
- Tailoring Assessments for Special Populations
- Data-Driven Instructional Practices
- A Word About Standardized Tests
- Summary
- 6. Putting It All Together
- The Year at a Glance: Designing Your Curriculum
- Making Connections Within Mathematics
- Making Connections Across the Curriculum
- Mathematical Connections Across Grades
- Succeeding at Teaching Mathematics?and Loving It!
Appendix A
Appendix A
Appendix B
Appendix B
Appendix C
Appendix C
References
References
Index
- Create a Positive Classroom Culture
- Algebraic Thinking Example Grades 1 and 2: Bigger and Bigger Blocks
- Increase Opportunities for Communication and Participation
- Differentiate Instructional Strategies
- The Five Process Standards
- Know Your Learner
- Create a Positive Classroom Culture
- Increase Opportunities for Communication and Participation
- Differentiate Instructional Strategies
- Possible Pitfalls
- The Five Content Standards
- Know Your Learner
- Create a Positive Classroom Culture
- Increase Opportunities for Communication and Participation
- Differentiate Instructional Strategies
- Content and Process Standards
- Tesselations and Geometry
- Discussion
- Algebraic Thinking Example Grades 3 - 5: Time for a Party
- NCTM Standards Addressed
- Overview of Lessons
- Algebraic Thinking Example Kindergarten: Day and Night
- Stages of Backward Design
- Stage 1: Identify Desired Results
- Stage 2: Determine Acceptable Evidence
- Stage 3: Plan Learning Experiences
- Grade Two Vignette: Subtraction with Regrouping
- Unit Tests and Quizzes
- Open-ended Questions
- Projects
- Portfolios
- Journals
- Observation and Questioning
- Discussion
- Grade Four Vignette: Developing the Concept of Fractions
- Discussion
- Principles
- Word About Technology
- Using WWW Pages for Teaching Mathematics
- Content Standards
- Process Standards
- A Description of Glasser’s Five Basic Needs
- A Fresh Look at the Math Games
- Getting to Know your Students
- Engaging Learners in the Affective Domain
- Engaging Learners in the Behavioral Domain
- Grade Two Multiplication
- Engaging Learners in the Cognitive Domain
- Mathematics within Art
- Problem Solving
- Know Your Learner
- Mathematics in Language Arts
- Participation by All
- Mathematics within Science
- Utilize Multiple Representations
- Mathematics within the Social Sciences
Description
"I wish I'd had this book when I began teaching years ago."
—Beth Peters, Mathematics Education Consultant
"An excellent, concise book for novice mathematics teachers, with good ideas for experienced teachers as well."
—Colleen Martin, Fifth-Grade Teacher
Wilder Waite Grade School, Peoria, IL
Practical support for mathematics instruction—putting it all together, from standards-based instruction to assessment!
Meeting the requirements of teaching mathematics in the current era of accountability can be challenging for any new teacher. Succeeding at Teaching Mathematics, K–6 helps beginning educators focus on the big ideas in teaching mathematics, promote positive engagement in the classroom through practical strategies, and use a variety of methods to assess student understanding.
Teachers will find classroom vignettes that encourage thought-provoking discussions, examples of standards-based activities, and an overview of NCTM content and process standards. Particular attention is given to instructing and assessing English Language Learners, as well as special needs and gifted populations. The authors answer the most pressing questions for novice teachers of mathematics, including how to:
- Develop a philosophy for teaching mathematics
- Design a mathematics curriculum that makes connections within mathematics and across content areas
- Differentiate instructional strategies
- Engage students instead of managing them
This invaluable resource provides the ideal support and guidance to help new teachers get off to a great start!
Contents
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction
- 1. A Glimpse at Mathematics Instruction
- Two Illustrations
- Success in Teaching Mathematics
- Summary
- 2. Standards-Based Teaching
- Why Do We Need Standards for Teaching Mathematics?
- The National Council of Teachers of Mathematics Principles and 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
- Summary
- 3. Engaging Students in Learning Mathematics
- What Is Engagement?
- Engaging Learners in the Affective Domain
- Affective Issues Related to Teaching and Learning Mathematics
- Students Engaged in Learning Probability
- Summary
- 4. Engagement Strategies for Special Populations
- The Special Needs Learner
- The Gifted Learner
- The English Language Learner
- Example of Engaging Learners in a Mathematics Classroom
- Summary
- 5. Assessment
- Developing Assessments: The Use of Backward Design
- Types of Assessment
- Rubrics
- Grading and Assessment Schemes
- Practical Ways of Assessing Throughout the Instructional Process
- Tailoring Assessments for Special Populations
- Data-Driven Instructional Practices
- A Word About Standardized Tests
- Summary
- 6. Putting It All Together
- The Year at a Glance: Designing Your Curriculum
- Making Connections Within Mathematics
- Making Connections Across the Curriculum
- Mathematical Connections Across Grades
- Succeeding at Teaching Mathematics?and Loving It!
Appendix A
Appendix A
Appendix B
Appendix B
Appendix C
Appendix C
References
References
Index
- Create a Positive Classroom Culture
- Algebraic Thinking Example Grades 1 and 2: Bigger and Bigger Blocks
- Increase Opportunities for Communication and Participation
- Differentiate Instructional Strategies
- The Five Process Standards
- Know Your Learner
- Create a Positive Classroom Culture
- Increase Opportunities for Communication and Participation
- Differentiate Instructional Strategies
- Possible Pitfalls
- The Five Content Standards
- Know Your Learner
- Create a Positive Classroom Culture
- Increase Opportunities for Communication and Participation
- Differentiate Instructional Strategies
- Content and Process Standards
- Tesselations and Geometry
- Discussion
- Algebraic Thinking Example Grades 3 - 5: Time for a Party
- NCTM Standards Addressed
- Overview of Lessons
- Algebraic Thinking Example Kindergarten: Day and Night
- Stages of Backward Design
- Stage 1: Identify Desired Results
- Stage 2: Determine Acceptable Evidence
- Stage 3: Plan Learning Experiences
- Grade Two Vignette: Subtraction with Regrouping
- Unit Tests and Quizzes
- Open-ended Questions
- Projects
- Portfolios
- Journals
- Observation and Questioning
- Discussion
- Grade Four Vignette: Developing the Concept of Fractions
- Discussion
- Principles
- Word About Technology
- Using WWW Pages for Teaching Mathematics
- Content Standards
- Process Standards
- A Description of Glasser’s Five Basic Needs
- A Fresh Look at the Math Games
- Getting to Know your Students
- Engaging Learners in the Affective Domain
- Engaging Learners in the Behavioral Domain
- Grade Two Multiplication
- Engaging Learners in the Cognitive Domain
- Mathematics within Art
- Problem Solving
- Know Your Learner
- Mathematics in Language Arts
- Participation by All
- Mathematics within Science
- Utilize Multiple Representations
- Mathematics within the Social Sciences
Reviews
December 2007 | 136 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Hardcover | 27/02/2023 | 9781412927642 | $62.95 |
| Paperback | 01/02/2026 | 9781412927659 | $37.95 |
| Lifetime | 01/02/2026 | 9781452293592 | $35.00 |
"I wish I'd had this book when I began teaching years ago."
—Beth Peters, Mathematics Education Consultant
"An excellent, concise book for novice mathematics teachers, with good ideas for experienced teachers as well."
—Colleen Martin, Fifth-Grade Teacher
Wilder Waite Grade School, Peoria, IL
Practical support for mathematics instruction—putting it all together, from standards-based instruction to assessment!
Meeting the requirements of teaching mathematics in the current era of accountability can be challenging for any new teacher. Succeeding at Teaching Mathematics, K–6 helps beginning educators focus on the big ideas in teaching mathematics, promote positive engagement in the classroom through practical strategies, and use a variety of methods to assess student understanding.
Teachers will find classroom vignettes that encourage thought-provoking discussions, examples of standards-based activities, and an overview of NCTM content and process standards. Particular attention is given to instructing and assessing English Language Learners, as well as special needs and gifted populations. The authors answer the most pressing questions for novice teachers of mathematics, including how to:
- Develop a philosophy for teaching mathematics
- Design a mathematics curriculum that makes connections within mathematics and across content areas
- Differentiate instructional strategies
- Engage students instead of managing them
This invaluable resource provides the ideal support and guidance to help new teachers get off to a great start!
Table Of Contents:
- Acknowledgments
- About the Authors
- Introduction
- 1. A Glimpse at Mathematics Instruction
- Two Illustrations
- Success in Teaching Mathematics
- Summary
- 2. Standards-Based Teaching
- Why Do We Need Standards for Teaching Mathematics?
- The National Council of Teachers of Mathematics Principles and 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
- Summary
- 3. Engaging Students in Learning Mathematics
- What Is Engagement?
- Engaging Learners in the Affective Domain
- Affective Issues Related to Teaching and Learning Mathematics
- Students Engaged in Learning Probability
- Summary
- 4. Engagement Strategies for Special Populations
- The Special Needs Learner
- The Gifted Learner
- The English Language Learner
- Example of Engaging Learners in a Mathematics Classroom
- Summary
- 5. Assessment
- Developing Assessments: The Use of Backward Design
- Types of Assessment
- Rubrics
- Grading and Assessment Schemes
- Practical Ways of Assessing Throughout the Instructional Process
- Tailoring Assessments for Special Populations
- Data-Driven Instructional Practices
- A Word About Standardized Tests
- Summary
- 6. Putting It All Together
- The Year at a Glance: Designing Your Curriculum
- Making Connections Within Mathematics
- Making Connections Across the Curriculum
- Mathematical Connections Across Grades
- Succeeding at Teaching Mathematics?and Loving It!
- Appendix A
- Appendix B
- Appendix C
- References
- Index
- Create a Positive Classroom Culture
- Algebraic Thinking Example Grades 1 and 2: Bigger and Bigger Blocks
- Increase Opportunities for Communication and Participation
- Differentiate Instructional Strategies
- The Five Process Standards
- Know Your Learner
- Create a Positive Classroom Culture
- Increase Opportunities for Communication and Participation
- Differentiate Instructional Strategies
- Possible Pitfalls
- The Five Content Standards
- Know Your Learner
- Create a Positive Classroom Culture
- Increase Opportunities for Communication and Participation
- Differentiate Instructional Strategies
- Content and Process Standards
- Tesselations and Geometry
- Discussion
- Algebraic Thinking Example Grades 3 - 5: Time for a Party
- NCTM Standards Addressed
- Overview of Lessons
- Algebraic Thinking Example Kindergarten: Day and Night
- Stages of Backward Design
- Stage 1: Identify Desired Results
- Stage 2: Determine Acceptable Evidence
- Stage 3: Plan Learning Experiences
- Grade Two Vignette: Subtraction with Regrouping
- Unit Tests and Quizzes
- Open-ended Questions
- Projects
- Portfolios
- Journals
- Observation and Questioning
- Discussion
- Grade Four Vignette: Developing the Concept of Fractions
- Discussion
- Principles
- Word About Technology
- Using WWW Pages for Teaching Mathematics
- Content Standards
- Process Standards
- A Description of Glasser’s Five Basic Needs
- A Fresh Look at the Math Games
- Getting to Know your Students
- Engaging Learners in the Affective Domain
- Engaging Learners in the Behavioral Domain
- Grade Two Multiplication
- Engaging Learners in the Cognitive Domain
- Mathematics within Art
- Problem Solving
- Know Your Learner
- Mathematics in Language Arts
- Participation by All
- Mathematics within Science
- Utilize Multiple Representations
- Mathematics within the Social Sciences