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Teaching Student-Centered Mathematics

Here are the links to the blackline masters for the Teaching Student-Centered Mathematics texts.

• Teaching Student-Centered Mathematics Grades K-3
• Blackline Masters

• Teaching Student-Centered Mathematics Grades 3-5
• Blackline masters

• Teaching Student-Centered Mathematics Grades 5-8
• Blackline masters

 

Better World Books

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Young Mathematicians at Work

Constructing Number Sense, Addition, and Subtraction

The first in a three-volume set, Young Mathematicians at Work focuses on young children between the ages of four and eight as they construct a deep understanding of number and the operations of addition and subtraction. Rather than offer unrelated activities, Fosnot and Dolk provide a concerted, unified description of development, with a focus on big ideas, progressive strategies, and emerging models. Drawing from the work of the Dutch mathematician Hans Freudenthal, they define mathematics as "mathematizing"—the activity of structuring, modeling, and interpreting one's "lived world" mathematically. And they describe teachers who use rich problematic situations to promote inquiry, problem solving, and construction, and children who raise and pursue their own mathematical ideas. Consider this as a faculty book read.

In contrast to other books on math reform, Young Mathematicians at Work provides a new look at the teaching of computation. It moves beyond the current debate about algorithms to argue for deep number sense and the development of a repertoire of strategies based on landmark numbers and operations. Sample minilessons on the use of the open number line model are provided to show you how to support the development of efficient computation.

Constructing Multiplication and Division

In this second volume in a series of three, Fosnot and Dolk focus on how to develop an understanding of multiplication and division in grades 3-5. Their book:

• describes and illustrates what it means to do and learn mathematics
• provides strategies to help teachers turn their classrooms into math workshops that encourage and reflect mathematizing
• examines several ways to engage and support children as they construct important strategies and big ideas related to multiplication
• takes a close look at the strategies and big ideas related to division
• defines modeling and provides examples of how learners construct models—with a discussion of the importance of context
• discusses what it means to calculate using number sense and whether or not algorithms should still be the goal of computation instruction
• describes how to strengthen performance and portfolio assessment
• emphasizes teachers as learners by encouraging them to see themselves as mathematicians.
• Consider this as a faculty book read.

In their efforts to reform mathematics education, they've learned a tremendous amount about young students' strategies and the ways they construct knowledge. So, funded by the National Science Foundation and ExxonMobil, Mathematics in the City was begun, a collaborative inservice project that pooled the best thinking from both countries. In Young Mathematicians at Work, Catherine Fosnot and Maarten Dolk reveal what they learned after several years of intensive study in numerous urban classrooms.

Constructing Fractions, Decimals, and Percents

In the third volume in a series of three, Fosnot and Dolk focus on how children in grades 5-8 construct their knowledge of fractions, decimals, and percents. Their book:

• describes and illustrates what it means to do and learn mathematics.
• contrasts word problems with true problematic situations which support and enhance investigation and inquiry.
• provides strategies to help teachers turn their classrooms into math workshops.
• explores the cultural and historical development of fractions, decimals, and their equivalents and the ways in which children develop similar ideas and strategies.
• defines and gives examples of modeling, noting the importance of context.
• discusses calculation using number sense and the role of algorithms in computation instruction.
• describes how to strengthen performance and portfolio assessment.
• focuses on teachers as learners by encouraging them to see themselves as mathematicians.
• Consider this as a faculty book read.

 

The following might be interesting:

• Teaching Number Sense
• Math and Literature
• Thinking Blocks
• Tangent Minds Bookstore: TeacherBookStudy.com

 

Math and Literature

This seven-book series uses children’s literature and nonfiction as springboards into activities that engage students and motivate them to think, reason, and use their math skills to solve problems. These books include vignettes of lessons and samples of student work.

Math and Literature, Grades K–1 includes lessons based on 22 enchanting children’s books. These books serve as springboards for introducing math concepts to students in a way that sparks their mathematical imaginations and helps develop their problem-solving skills. Topics include counting, sorting, addition, subtraction, money, measurement, and patterns.

Combining math and literature in classroom activities is an excellent way to generate student interest and enthusiasm. Math and Literature, Grades 2–3 includes lessons based on 20 enchanting children’s books. These books serve as springboards for introducing math concepts to students in a way that sparks their mathematical imaginations and helps develop their problem-solving skills. Topics include counting, sorting, addition, subtraction, money, measurement, and patterns.

Math and Literature, Grades 4–6 contains lessons based on 22 children’s literature titles, including favorites such as Esio Trot, by Roald Dahl, and Math Curse, by Jon Scieszka. Lessons address mathematical topics such as whole-number computation, multiplication, division, fractions, geometry, mental math, ratio and proportion, probability, patterns, and number sense.

Math and Literature, Grades 6–8 contains lessons and ideas based on 30 children’s literature titles. Children explore mathematical concepts based on lessons derived from titles such as Harry Potter and the Sorcerer’s Stone, by J. K. Rowling, and Holes, by Louis Sachar. This book includes a reference chart indicating the mathematical concept each lesson covers, such as number, geometry, patterns, algebra, measurement, data analysis, or probability.

Math and Nonfiction, Grades K–2 provides 18 lessons that inspire students to explore geometric shapes in their everyday lives, investigate measurement, collect and organize data, compute with coins, learn how to tell time, and more.

Math and Nonfiction, Grades 3–5 offers 20 lessons that address major mathematical topics, including whole-number computation, fractions, percents, sorting, graphing, measurement, data analysis, estimation, averages, and more.

Math and Nonfiction, Grades 6–8 helps teachers build on their students’ natural passion for knowledge as they engage in real-world mathematical problem solving. The lessons in this book use nonfiction as a springboard to explore mathematical concepts key to the middle school curriculum. The lessons inspire students to collect and analyze data, use proportional reasoning, and explore probability, relationships between two-and three-dimensional objects, pi, and more. Each lesson includes an overview of the nonfiction title; a discussion of the lesson’s mathematical focus; and a detailed narrative description of how the activity unfolds.

 

The following might be interesting:

• Teaching Number Sense
• TI-15 Activities
• Thinking Blocks
• Tangent Minds Bookstore- TeacherBookStudy.com

Teaching Number Sense

The Washington Post recently ran an article highlighting the importance of number sense on mathematics performance in later years. The study involved 64 14-year-olds finding that the teenagers who did well on a test that measured their "number sense" were much more likely to have gotten good grades in math classes.

"We discovered that a child's ability to quickly estimate how many things are in a group significantly predicts their performance in school mathematics all the way back to kindergarten," said Justin Halberda, an assistant professor of psychological and brain sciences at Johns Hopkins University who led the research, published online yesterday by the journal Nature. "It was very surprising."

Developing a sense of number requires a deliberate attempt to build an understanding of quantities as well as relationships to benchmarks. The few listed books below offer a selection of activities designed to develop a sense of number in elementary students.

Developing Number Sense
Content is crafted to show that number sense is not a specific skill, but encompasses a student’s ability to think and reason flexibly, make sound numerical judgments, and see numbers as useful. Both new and experienced teachers will find this book valuable.

 

Teaching Number Sense: Kindergarten or Grade 1 or Grade 2
These titles are part of a three-book Teaching Number Sense series that focuses on the critical role that number sense plays in developing mathematical understanding. Number sense encompasses a wide range of abilities, including being able to make reasonable estimates and to think and reason flexibly. These lessons help students develop good number intuition and the ability to see numbers as tools, not barriers. By encouraging young children to reason their way to solutions, teachers help students form a solid foundation upon which all of their later mathematical understanding will be built.

Lessons in these books are organized in an accessible, easy-to-read format that includes an overview, a materials list, the lesson duration, step-by-step teaching directions, and vignettes of how the lesson actually unfolded in a classroom. Each lesson concludes with a list of assessment questions to help guide teacher observations. In this book, children investigate number relationships, practice problem solving using landmark numbers, and explore ways to count, compose, and decompose numbers.

 

About Teaching Mathematics: A K-8 Resource
A compendium of more than 240 classroom-tested lessons, this essential resource helps teachers build student understanding and skills and understand how children best learn math. In this third edition, Marilyn Burns has completely revised the first section to reflect what she has learned over the years from her classroom experience with students and her professional development experience with teachers. This section has also been expanded to address these important topics: teaching math vocabulary, incorporating writing into math instruction, linking assessment and instruction, and using children's literature to teach key math concepts. In an entirely new section, Marilyn addresses a wide range of questions she has received over the years from elementary and middle school teachers regarding classroom management and instructional issues.

 

Young Mathematicians at Work: Constructing Number Sense,
Addition and Subtraction
In our efforts to reform mathematics education, we've learned a tremendous amount about young students' strategies and the ways they construct knowledge, without fully understanding how to support such development over time. The Dutch do. So, funded by the NSF and Exxon, Mathematics in the City was begun, a collaborative inservice project that pooled the best thinking from both countries. In Young Mathematicians at Work, Catherine Fosnot and Maarten Dolk reveal what they learned after several years of intensive study in numerous urban classrooms.

The first in a three-volume set, Young Mathematicians at Work focuses on young children between the ages of four and eight as they construct a deep understanding of number and the operations of addition and subtraction. Rather than offer unrelated activities, Fosnot and Dolk provide a concerted, unified description of development, with a focus on big ideas, progressive strategies, and emerging models. Drawing from the work of the Dutch mathematician Hans Freudenthal, they define mathematics as "mathematizing" - the activity of structuring, modeling, and interpreting one's "lived world" mathematically. And they describe teachers who use rich problematic situations to promote inquiry, problem solving, and construction, and children who raise and pursue their own mathematical ideas.

In contrast to other books on math reform, Young Mathematicians at Work provides a new look at the teaching of computation. It moves beyond the current debate about algorithms to argue for deep number sense and the development of a repertoire of strategies based on landmark numbers and operations. Sample minilessons on the use of the open number line model are provided to show you how to support the development of efficient computation.


The following might be interesting:

 

• Thinking Blocks
• Math and Literature
• Young Mathematicians at Work
• Tangent Minds Bookstore- TeacherBookStudy.com