Building Mathematical Comprehension

Name: Building Mathematical Comprehension | Using Literacy Strategies to Make Meaning
Brand: Shell Educational Publishing
Price: 56.49 EUR
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Using Literacy Strategies to Make Meaning

Laney Sammons(Author)

Shell Educational Publishing

Published on 1. April 2011

304 pages

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978-1-4258-9208-1 (ISBN)

€56.49incl. 7% vat

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Content

Cover
Title Page
Credits
Page 3 - Table of Contents
Page 9 - Foreword
Page 11 - Acknowledgements
Page 13 - Preface: Good Teaching Is Good Teaching
Page 17 - Chapter 1-Comprehension Strategies for Mathematics
Page 17 - Concerns about Mathematical Achievement in the United States
Page 18 - Global Achievement Gap in Mathematics
Page 20 - Instructional Strategies for Student Achievement
Page 21 - Reading and Mathematics Connections
Page 22 - Reading and Mathematics Comprehension
Page 23 - Knowledge About Content
Page 24 - Knowledge About Structure
Page 25 - Pragmatic Knowledge
Page 26 - Knowledge About the Social/Situational Context
Page 28 - Teaching for Comprehension
Page 29 - The Seven Comprehension Strategies
Page 31 - Explicit Instruction
Page 32 - Explaining the "What
Page 32 - Explaining the "Why
Page 32 - Explaining "When
Page 33 - Modeling How to Perform the Strategy
Page 34 - Guiding Students as They Practice
Page 34 - Giving Students Independent Practice
Page 35 - Using Comprehension Strategies
Page 35 - "Beginning" Strategies
Page 36 - "During" Strategies
Page 37 - "After" Strategies
Page 38 - Comprehension Strategies for Conceptual Understanding
Page 39 - Teaching Comprehension Strategies for Mathematics
Page 39 - Planning Phase
Page 39 - Early Phase
Page 40 - Middle Phase
Page 41 - Late Phase
Page 42 - Chapter Snapshot
Page 43 - Review and Reflect
Page 45 - Chapter 2-Recognizing and Understanding Mathematical Vocabulary
Page 45 - What Is Vocabulary?
Page 47 - The Importance of Vocabulary Instruction
Page 49 - Direct Vocabulary Instruction
Page 55 - Choosing Mathematics Terms to Teach
Page 59 - Engaging Students in Learning Mathematical Vocabulary
Page 60 - Encouraging Parental Involvement
Page 60 - Mathematical Discourse
Page 63 - Mathematical Writing to Reinforce Vocabulary Knowledge
Page 67 - Mathematical Word Walls
Page 69 - Graphic Organizers
Page 76 - Games and Other Learning Activities
Page 80 - Literature Links to Mathematical Vocabulary Acquisition
Page 81 - Chapter Snapshot
Page 83 - Review and Reflect
Page 85 - Chapter 3-Making Mathematical Connections
Page 86 - Making Connections to Enhance Learning
Page 87 - Schema Theory
Page 92 - Kinds of Mathematical Connections
Page 92 - Math-to-Self Connections
Page 93 - Math-to-Math Connections
Page 93 - Math-to-World Connections
Page 95 - Teaching Students to Make Mathematical Connections
Page 95 - Modeling and Think-Alouds
Page 97 - The Schema Roller
Page 98 - One-Minute Schema Determiner
Page 99 - Math Stretches
Page 103 - Mathematical Current Events
Page 104 - Sharing Class Connections with Anchor Charts
Page 105 - In the Context of Problem Solving
Page 108 - Using Children's Literature
Page 110 - Distinguishing Meaningful Connections from Distracting Connections
Page 113 - Chapter Snapshot
Page 114 - Review and Reflect
Page 115 - Chapter 4-Increasing Comprehension by Asking Questions
Page 115 - The Quality of Questioning in Classrooms
Page 117 - The Relationship Between Questions and Learning
Page 119 - Strategic Questioning to Critically Evaluate Mathematical Information
Page 120 - What Students Need to Know about Asking Questions for Mathematical Comprehension
Page 126 - Kinds of Questions
Page 126 - Question Answer Relationships
Page 128 - Thick and Thin Questions
Page 129 - Questions that Linger
Page 129 - Teaching Students to Ask Meaningful Questions
Page 130 - Modeling and Think-Alouds in Strategy Sessions
Page 135 - Generating Questions with Thinking Stems
Page 135 - Wonder Walls
Page 136 - Question Journals
Page 137 - Question Webs
Page 138 - Math Stretches to Promote Questions
Page 141 - In the Context of Problem Solving
Page 142 - Using Children's Literature
Page 144 - Chapter Snapshot
Page 145 - Review and Reflect
Page 147 - Chapter 5-The Importance of Visualizing Mathematical Ideas
Page 148 - Visualization and Cognition
Page 149 - What Students Need to Know about Visualization for Mathematical Comprehension
Page 152 - Visualizing Multiple Representations of Mathematical Ideas
Page 153 - Building the Ability to Visualize from Words
Page 156 - Teaching Students the Strategy of Visualization for Mathematical Comprehension
Page 156 - Modeling and Think-Alouds
Page 161 - "Picture Walks" to Build Capacity to Visualize
Page 162 - Visualize, Draw, and Share
Page 163 - Multiple Representations Graphic Organizers
Page 165 - Math Stretches to Encourage Visualization
Page 166 - Using Children's Literature
Page 168 - Chapter Snapshot
Page 169 - Review and Reflect
Page 171 - Chapter 6-Making Inferences and Predictions
Page 172 - The Relationship between Inferences and Predictions
Page 173 - What Students Need to Know about Inferring and Predicting
Page 177 - Building Student Ability to Infer and Predict
Page 179 - Inferring Requires Time for Reflection
Page 180 - One-to-One Conferences to Promote Effective Inferences and Predictions
Page 182 - Teaching Students to Infer and Predict Enhance Mathematical Understanding
Page 182 - Modeling and Think-Alouds
Page 186 - Word Splash
Page 187 - Inference and Evidence
Page 188 - Math Stretches to Encourage Students to Infer and Predict
Page 191 - In the Context of Problem Solving
Page 194 - Using Children's Literature
Page 196 - Chapter Snapshot
Page 197 - Review and Reflect
Page 199 - Chapter 7 -Determing Importance
Page 200 - The Levels of Determining Importance
Page 201 - Critically Examining Mathematical Information
Page 202 - What Students Need to Know about Determining Importance
Page 206 - Teasing the Important Ideas from Mathematical Text
Page 207 - Overviewing
Page 208 - Highlighting
Page 209 - Read a Little, Think a Little
Page 210 - Teaching Students to Determine Mathematical Importance
Page 210 - Modeling and Think-Alouds
Page 214 - Building on the Concrete
Page 215 - What's Important?
Page 215 - Zoom In/Zoom Out
Page 217 - Math Stretches to Support Determining Importance
Page 219 - In the Context of Problem Solving
Page 221 - Using Children's Literature
Page 224 - Chapter Snapshot
Page 225 - Review and Reflect
Page 227 - Chapter 8-Synthesizing Information
Page 228 - Strands of Mathematical Proficiency
Page 229 - Synthesizing and Mathematizing
Page 230 - What Students Need to Know about Synthesizing
Page 232 - Teaching Students to Synthesize for Making Mathematical Meaning
Page 233 - Modeling and Think-Alouds
Page 235 - Creating Concrete Experiences
Page 237 - Making Conjectures
Page 239 - Math Stretches to Explore Synthesizing
Page 240 - In the Context of Problem Solving
Page 242 - Using Children's Literature
Page 246 - Chapter Snapshot
Page 247 - Review and Reflect
Page 249 - Chapter 9-Monitoring Mathematical Comprehension
Page 250 - Metacognition
Page 251 - Monitoring Understanding for Mathematics Learners
Page 252 - Conceptual Understanding
Page 254 - Problem Solving
Page 255 - What Students Need to Know about Monitoring and Repairing Mathematical Comprehension
Page 257 - Repairing Comprehension
Page 260 - Teaching Students to Monitor Mathematical Understanding
Page 261 - Modeling and Think-Alouds
Page 263 - Huh?
Page 264 - Ticket Out the Door Comprehension Check
Page 264 - Comprehension Constructor
Page 266 - Using Math Stretches for Monitoring Comprehension
Page 267 - In the Context of Problem Solving
Pgae 268 - Using Children's Literature
Page 273 - Chapter Snapshot
Page 274 - Review and Reflect
Page 275 - Chapter 10-In the Guided Math Classroom
Page 276 - The Foundational Principles of a Guided Math Classroom
Page 279 - The Components of a Guided Math Classroom
Page 281 - A Classroom Environment of Numeracy
Page 282 - Math Stretches and Calendar Board Activities
Page 283 - Whole-Class Instruction
Page 284 - Guided Math Instruction with Small Groups of Students
Page 284 - Math Workshop
Page 285 - Individual Conferences
Page 285 - An Ongoing System of Assessment
Page 286 - Teaching Students to Become Mathematicians
Page 289 - Chapter Snapshot
Page 290 - Review and Reflect
Page 291 - Appendices
Page 291 - Appendix A: Frayer Diagram
Page 292 - Appendix B: Math Connections
Page 293 - Appendix C: Question Journal
Page 294 - Appendix D: Multiple Representations Graphic Organizer
Page 295 - Appendix E: Inference and Evidence Chart
Page 296 - Appendix F: Comprehension Checklist
Page 297 - Appendix G: Comprehension Constructor
Page 298 - References Cited
Page 304 - Children's Literature
Thank You Page

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Building Mathematical Comprehension

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