Teaching Mathematics in the Visible Learning Classroom, Grades K-2
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Description
Select the right task, at the right time, for the right phase of learning
Young students come to elementary classrooms with different background knowledge, levels of readiness, and learning needs. What works best to help K–2 students develop the tools to become visible learners in mathematics? What works best for K-=–2 mathematics learning at the surface, deep, and transfer levels?
In this sequel to the megawatt bestseller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Kateri Thunder, John Hattie, and Nancy Frey help you answer those questions by showing how Visible Learning strategies look in action in K–2 mathematics classrooms. Walk in the shoes of teachers as they mix and match the strategies, tasks, and assessments seminal to making conceptual understanding, procedural knowledge, and the application of mathematical concepts and thinking skills visible to young students as well as to you.
Using grade-leveled examples and a decision-making matrix, you’ll learn to
- Articulate clear learning intentions and success criteria at surface, deep, and transfer levels
- Employ evidence to guide students along the path of becoming metacognitive and self-directed mathematics achievers
- Use formative assessments to track what students understand, what they don’t, and why
- Select the right task for the conceptual, procedural, or application emphasis you want, ensuring the task is for the right phase of learning
- Adjust the difficulty and complexity of any task to meet the needs of all learners
It’s not only what works, but when. Exemplary lessons, video clips, and online resources help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every K–2 student.
Contents
List of Videos
List of Videos
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction
- What Works Best
- What Works Best When
- The Path to Assessment-Capable Visible Learners in Mathematics
- How This Book Works
- Chapter 1. Teaching With Clarity in Mathematics
- Components of Effective Mathematics Learning
- Surface, Deep, and Transfer Learning
- Moving Learners Through the Phases of Learning
- Differentiating Tasks for Complexity and Difficulty
- Approaches to Mathematics Instruction
- Checks for Understanding
- Profiles of Three Teachers
- Reflection
- Chapter 2. Teaching for the Application of Concepts and Thinking Skills
- Mr. Southall and Number Combinations
- Ms. McLellan and Unknown Measurement Values
- Ms. Busching and the Ever-Expanding Number System
- Reflection
- Chapter 3. Teaching for Conceptual Understanding
- Mr. Southall and Patterns
- Ms. McLellan and the Meaning of the Equal Sign
- Ms. Busching and the Meaning of Addition
- Reflection
- Chapter 4. Teaching for Procedural Knowledge and Fluency
- Mr. Southall and Multiple Representations
- Ms. McLellan and Equality Conjectures
- Ms. Busching and Modeling Subtraction
- Reflection
- Chapter 5. Knowing Your Impact: Evaluating for Mastery
- What Is Mastery Learning?
- Ensuring Tasks Evaluate Mastery
- Ensuring Tests Evaluate Mastery
- Feedback for Mastery
- Conclusion
- Final Reflection
Appendices
- A. Effect Sizes
- B. Teaching for Clarity Planning Guide
- C. Learning Intentions and Success Criteria Template
- D. A Selection of International Mathematical Practice or Process Standards
References
References
Index
Index
Resources
Companion Website
https://resources.corwin.com/vlmathematics-k-2Additional materials
Description
Select the right task, at the right time, for the right phase of learning
Young students come to elementary classrooms with different background knowledge, levels of readiness, and learning needs. What works best to help K–2 students develop the tools to become visible learners in mathematics? What works best for K-=–2 mathematics learning at the surface, deep, and transfer levels?
In this sequel to the megawatt bestseller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Kateri Thunder, John Hattie, and Nancy Frey help you answer those questions by showing how Visible Learning strategies look in action in K–2 mathematics classrooms. Walk in the shoes of teachers as they mix and match the strategies, tasks, and assessments seminal to making conceptual understanding, procedural knowledge, and the application of mathematical concepts and thinking skills visible to young students as well as to you.
Using grade-leveled examples and a decision-making matrix, you’ll learn to
- Articulate clear learning intentions and success criteria at surface, deep, and transfer levels
- Employ evidence to guide students along the path of becoming metacognitive and self-directed mathematics achievers
- Use formative assessments to track what students understand, what they don’t, and why
- Select the right task for the conceptual, procedural, or application emphasis you want, ensuring the task is for the right phase of learning
- Adjust the difficulty and complexity of any task to meet the needs of all learners
It’s not only what works, but when. Exemplary lessons, video clips, and online resources help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every K–2 student.
Contents
List of Videos
List of Videos
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction
- What Works Best
- What Works Best When
- The Path to Assessment-Capable Visible Learners in Mathematics
- How This Book Works
- Chapter 1. Teaching With Clarity in Mathematics
- Components of Effective Mathematics Learning
- Surface, Deep, and Transfer Learning
- Moving Learners Through the Phases of Learning
- Differentiating Tasks for Complexity and Difficulty
- Approaches to Mathematics Instruction
- Checks for Understanding
- Profiles of Three Teachers
- Reflection
- Chapter 2. Teaching for the Application of Concepts and Thinking Skills
- Mr. Southall and Number Combinations
- Ms. McLellan and Unknown Measurement Values
- Ms. Busching and the Ever-Expanding Number System
- Reflection
- Chapter 3. Teaching for Conceptual Understanding
- Mr. Southall and Patterns
- Ms. McLellan and the Meaning of the Equal Sign
- Ms. Busching and the Meaning of Addition
- Reflection
- Chapter 4. Teaching for Procedural Knowledge and Fluency
- Mr. Southall and Multiple Representations
- Ms. McLellan and Equality Conjectures
- Ms. Busching and Modeling Subtraction
- Reflection
- Chapter 5. Knowing Your Impact: Evaluating for Mastery
- What Is Mastery Learning?
- Ensuring Tasks Evaluate Mastery
- Ensuring Tests Evaluate Mastery
- Feedback for Mastery
- Conclusion
- Final Reflection
Appendices
- A. Effect Sizes
- B. Teaching for Clarity Planning Guide
- C. Learning Intentions and Success Criteria Template
- D. A Selection of International Mathematical Practice or Process Standards
References
References
Index
Index
Resources
Companion Website
https://resources.corwin.com/vlmathematics-k-2Additional materials
Teaching Mathematics in the Visible Learning Classroom, Grades K-2
January 2019 | 288 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781544333298 | $43.95 |
| Lifetime | 01/02/2026 | 9781544333281 | $40.00 |
Select the right task, at the right time, for the right phase of learning
Young students come to elementary classrooms with different background knowledge, levels of readiness, and learning needs. What works best to help K–2 students develop the tools to become visible learners in mathematics? What works best for K-=–2 mathematics learning at the surface, deep, and transfer levels?
In this sequel to the megawatt bestseller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Kateri Thunder, John Hattie, and Nancy Frey help you answer those questions by showing how Visible Learning strategies look in action in K–2 mathematics classrooms. Walk in the shoes of teachers as they mix and match the strategies, tasks, and assessments seminal to making conceptual understanding, procedural knowledge, and the application of mathematical concepts and thinking skills visible to young students as well as to you.
Using grade-leveled examples and a decision-making matrix, you’ll learn to
- Articulate clear learning intentions and success criteria at surface, deep, and transfer levels
- Employ evidence to guide students along the path of becoming metacognitive and self-directed mathematics achievers
- Use formative assessments to track what students understand, what they don’t, and why
- Select the right task for the conceptual, procedural, or application emphasis you want, ensuring the task is for the right phase of learning
- Adjust the difficulty and complexity of any task to meet the needs of all learners
It’s not only what works, but when. Exemplary lessons, video clips, and online resources help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every K–2 student.
Table Of Contents:
- List of Videos
- Acknowledgments
- About the Authors
- Introduction
- What Works Best
- What Works Best When
- The Path to Assessment-Capable Visible Learners in Mathematics
- How This Book Works
- Chapter 1. Teaching With Clarity in Mathematics
- Components of Effective Mathematics Learning
- Surface, Deep, and Transfer Learning
- Moving Learners Through the Phases of Learning
- Differentiating Tasks for Complexity and Difficulty
- Approaches to Mathematics Instruction
- Checks for Understanding
- Profiles of Three Teachers
- Reflection
- Chapter 2. Teaching for the Application of Concepts and Thinking Skills
- Mr. Southall and Number Combinations
- Ms. McLellan and Unknown Measurement Values
- Ms. Busching and the Ever-Expanding Number System
- Reflection
- Chapter 3. Teaching for Conceptual Understanding
- Mr. Southall and Patterns
- Ms. McLellan and the Meaning of the Equal Sign
- Ms. Busching and the Meaning of Addition
- Reflection
- Chapter 4. Teaching for Procedural Knowledge and Fluency
- Mr. Southall and Multiple Representations
- Ms. McLellan and Equality Conjectures
- Ms. Busching and Modeling Subtraction
- Reflection
- Chapter 5. Knowing Your Impact: Evaluating for Mastery
- What Is Mastery Learning?
- Ensuring Tasks Evaluate Mastery
- Ensuring Tests Evaluate Mastery
- Feedback for Mastery
- Conclusion
- Final Reflection
- Appendices
- A. Effect Sizes
- B. Teaching for Clarity Planning Guide
- C. Learning Intentions and Success Criteria Template
- D. A Selection of International Mathematical Practice or Process Standards
- References
- Index