Teaching Student-Centered Mathematics
Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume I)
2nd Edition
Published on 27. February 2013
Book
Paperback/Softback
421 pages
978-0-13-282482-8 (ISBN)
Description
Initially adapted from Van de Walle's market-leading textbook, Elementary and Middle School Mathematics, the Van de Walle Professional Mathematics Series are practical guides for developmentally appropriate, student-centered mathematics instruction from best selling mathematics methods authors John Van de Walle, LouAnn Lovin, Karen Karp, and Jennifer Bay-Williams. Specially designed for in-service teachers, each volume of the series focuses on the content relevant to a specific grade band and provides additional information on creating an effective classroom environment, engaging families, and aligning teaching to the Common Core State Standards. Additional activities and expanded lessons are also included.
The series has three objectives:
1. To illustrate what it means to teach student-centered, problem-based mathematics
2. To serve as a reference for the mathematics content and research-based instructional strategies suggested for pre-kindergarten to grade two, grades three to five, and grades six to eight
3. To present a large collection of high quality tasks and activities that can engage children in the mathematics that is important for them to learn
Volume I is tailored specifically to pre-kindergarten to grade 2, allowing teachers to quickly and easily locate information to implement in their classes. The student-centered approach will result in children who are successful in learning mathematics, making these books indispensable for Pre-K-2 classroom teachers!
The series has three objectives:
1. To illustrate what it means to teach student-centered, problem-based mathematics
2. To serve as a reference for the mathematics content and research-based instructional strategies suggested for pre-kindergarten to grade two, grades three to five, and grades six to eight
3. To present a large collection of high quality tasks and activities that can engage children in the mathematics that is important for them to learn
Volume I is tailored specifically to pre-kindergarten to grade 2, allowing teachers to quickly and easily locate information to implement in their classes. The student-centered approach will result in children who are successful in learning mathematics, making these books indispensable for Pre-K-2 classroom teachers!
More details
Edition
2nd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 276 mm
Width: 216 mm
ISBN-13
978-0-13-282482-8 (9780132824828)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
John Van de Walle | LouAnn Lovin | Karen Karp
Teaching Student-Centered Mathematics
Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume 1)
Book
07/2017
3rd Edition
Pearson
€70.00
Shipment within 15-20 days
Previous edition
John A. van de Walle | Louann H. Lovin | Jennifer M. Bay-Williams
Teaching Student-Centered Mathematics
Developmentally Appropriate Instruction for Grades Pre-K (Volume I) PIE NO US SALE
Book
03/2013
2nd Edition
Pearson
€39.60
Article exhausted; check for reprint
Persons
John A. Van de Walle
The late John Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a mathematics education consultant who regularly gave professional development workshops for K-8 teachers in the United States and Canada. He visited and taught in elementary school classrooms and worked with teachers to implement student-centered math lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K-6 series and contributed to the Pearson School mathematics program, enVisionMATH. Additionally, he wrote numerous chapters and articles for the National Council of Teachers of Mathematics (NCTM) books and journals and was very active in NCTM, including serving on the Board of Directors, Chair of the Educational Materials Committee, and a frequent speaker at national and regional meetings.
?
LouAnn Lovin
LouAnn Lovin is a professor of mathematics education at James Madison University (Virginia). She co-authored the First Edition of the Teaching Student-Centered Mathematics Professional Development Series with John A. VandeWalle as well as Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners with special educators David Allsopp and Maggie Kyger. LouAnn taught mathematics to middle and high school students before transitioning to PreK-8. Over the last 15 years, she has worked in K-8 classrooms and engaged with teachers in professional development as they implement a student-centered approach to teaching mathematics. She has published articles in NCTM's Teaching Children Mathematics and Mathematics Teaching in the Middle School and has served on NCTM's Educational Materials Committee.LouAnn's research interest is on ways to develop teachers' mathematical knowledge needed to teach for understanding.
?
Karen Karp
Karen S. Karp is a professor of mathematics education at the University of Louisville (Kentucky).? Prior to entering the field of teacher education she was an elementary school teacher in New York.? Karen's research interests is on teaching mathematics to diverse populations. She is also co-author of Elementary and Middle School Mathematics: Teaching Developmentally,?Growing Professionally: Readings from NCTM Publications for Grades K-8,? Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-Grade 2 and numerous book chapters and articles. She is a former member of the Board of Directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators (AMTE).? She continues to work in?classrooms to support?teachers of students with disabilities in their mathematics instruction.
?
Jennifer M. Bay Williams
Jennifer Bay-Williams is a professor of mathematics education at the University of Louisville (Kentucky). Jennifer has published many articles on teaching and learning in NCTM journals. She has also coauthored numerous books, including: Mathematics Coaching: Tools and Resources for Coaches and Leaders, K-12; Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-Grade 2, Math and Literature: Grades 6-8, Math and Nonfiction: Grades 6-8, and Navigating through Connections in Grades 6-8. Jennifer taught elementary, middle, and high school in Missouri and in Peru, and continues to work in classrooms at all levels with students and with teachers. Jennifer served as member of Board of Directors for TODOS: Equity for All, as president of the Association of Mathematics Teacher Educators (AMTE), and editor for the 2012 NCTM Yearbook.
The late John Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a mathematics education consultant who regularly gave professional development workshops for K-8 teachers in the United States and Canada. He visited and taught in elementary school classrooms and worked with teachers to implement student-centered math lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K-6 series and contributed to the Pearson School mathematics program, enVisionMATH. Additionally, he wrote numerous chapters and articles for the National Council of Teachers of Mathematics (NCTM) books and journals and was very active in NCTM, including serving on the Board of Directors, Chair of the Educational Materials Committee, and a frequent speaker at national and regional meetings.
?
LouAnn Lovin
LouAnn Lovin is a professor of mathematics education at James Madison University (Virginia). She co-authored the First Edition of the Teaching Student-Centered Mathematics Professional Development Series with John A. VandeWalle as well as Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners with special educators David Allsopp and Maggie Kyger. LouAnn taught mathematics to middle and high school students before transitioning to PreK-8. Over the last 15 years, she has worked in K-8 classrooms and engaged with teachers in professional development as they implement a student-centered approach to teaching mathematics. She has published articles in NCTM's Teaching Children Mathematics and Mathematics Teaching in the Middle School and has served on NCTM's Educational Materials Committee.LouAnn's research interest is on ways to develop teachers' mathematical knowledge needed to teach for understanding.
?
Karen Karp
Karen S. Karp is a professor of mathematics education at the University of Louisville (Kentucky).? Prior to entering the field of teacher education she was an elementary school teacher in New York.? Karen's research interests is on teaching mathematics to diverse populations. She is also co-author of Elementary and Middle School Mathematics: Teaching Developmentally,?Growing Professionally: Readings from NCTM Publications for Grades K-8,? Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-Grade 2 and numerous book chapters and articles. She is a former member of the Board of Directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators (AMTE).? She continues to work in?classrooms to support?teachers of students with disabilities in their mathematics instruction.
?
Jennifer M. Bay Williams
Jennifer Bay-Williams is a professor of mathematics education at the University of Louisville (Kentucky). Jennifer has published many articles on teaching and learning in NCTM journals. She has also coauthored numerous books, including: Mathematics Coaching: Tools and Resources for Coaches and Leaders, K-12; Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-Grade 2, Math and Literature: Grades 6-8, Math and Nonfiction: Grades 6-8, and Navigating through Connections in Grades 6-8. Jennifer taught elementary, middle, and high school in Missouri and in Peru, and continues to work in classrooms at all levels with students and with teachers. Jennifer served as member of Board of Directors for TODOS: Equity for All, as president of the Association of Mathematics Teacher Educators (AMTE), and editor for the 2012 NCTM Yearbook.
Content
Part 1: Establishing a Student-Centered Environment
Chapter 1: Teaching Mathematics for Understanding
Chapter 2: Teaching Mathematics Through Problem Solving
Chapter 3: Assessing for Learning
Chapter 4: Differentiating Instruction
Chapter 5: Planning, Teaching, and Assessing Culturally and Linguistically Diverse Children
Chapter 6: Planning, Teaching, and Assessing Children with Exceptionalities
Chapter 7: Collaborating with Families, Community, and Principals
Part 2: Teaching Student-Centered Mathematics
Chapter 8: Developing Early Number Concepts and Number Sense
Chapter 9: Developing Meaning for the Operations
Chapter 10: Helping Children Master the Basic Facts
Chapter 11: Developing Whole Number Place Value Concepts
Chapter 12: Building Strategies for Whole-Number Computation
Chapter 13: Promoting Algebraic Reasoning
Chapter 14: Exploring Early Fraction Concepts
Chapter 15: Building Measurement Concepts
Chapter 16: Developing Geometric Thinking and Geometric Concepts
Chapter 17: Helping Children Use Data