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Teaching Mathematics in the Visible Learning Classroom, Grades K-2
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Teaching Mathematics in the Visible Learning Classroom, Grades K-2

First Edition

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January 2019 | 288 pages | Corwin

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.

 

 
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

Sample Materials & Chapters

Table of Contents

Introduction


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ISBN: 9781544333298
$34.95