Download Free Uncovering Student Thinking About Mathematics in the Common Core, Grades 3-5 PDF by Cheryl Rose Tobey Full Book and published by Corwin Press. This book was released on 2013-11-27 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: Take the guesswork out of grades 3-5 math assessment! Quickly pinpoint and reverse your students’ common math difficulties with this detailed and easy-to-follow resource from best-selling authors Cheryl Tobey and Carolyn Arline. Twenty research-based assessment probes help you ask the right questions to uncover just where your students get confused – while learning is already underway. These CCSM-aligned probes eliminate all guesswork and will help you: Systematically address conceptual and procedural mistakes Plan targeted instruction and remediation in multiplication and division, problem solving, the four operations, factorization, and beyond Master essential CCSM mathematical processes and proficiencies for Grades 3-5
Download Free Uncovering Student Thinking About Mathematics in the Common Core, Grades 6-8 PDF by Cheryl Rose Tobey Full Book and published by Corwin Press. This book was released on 2013-10-03 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Here’s the middle-grades math resource you’ve been waiting for! Bestselling authors Cheryl Tobey and Carolyn Arline are back with 20 entirely new assessment probes that pinpoint subconcepts within the new Common Core Standards for Mathematics to promote deep learning and expert math instruction. Learn to ask the right questions to uncover common student misconceptions. Get practical instructional ideas that build new and accurate skills--while learning is already underway. It’s all here in this detailed and grade-level specific guide. Organized by strand, the probes will enable you to: Quickly and objectively evaluate common misconceptions around fractions and decimals, linear equations, ratios and percents, statistics, and more Systematically address conceptual misunderstandings and procedural mistakes--before they become long-term problems Help students better understand areas of difficulty Plan targeted instruction that builds on students’ current understandings while addressing areas of struggle Master the essential CCSM mathematical processes and proficiencies for Grades 6-8. You’ll find sample student responses, extensive Teacher Notes, and research-based tips and resources. Eliminate the guesswork and join thousands of busy middle-grades teachers who’ve used these easy-to-implement tools to foster solid math proficiency!
Download Free Uncovering Student Thinking About Mathematics in the Common Core, High School PDF by Cheryl Rose Tobey Full Book and published by Corwin Press. This book was released on 2014-02-20 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Take the guesswork out of high school math instruction! Quickly and reliably uncover common math misconceptions in Grades 9-12 with these convenient and easy-to-implement diagnostic tools! Bestselling authors Cheryl Rose Tobey and Carolyn B. Arline provide 25 new assessment probes that pinpoint subconcepts within the Common Core State Standards to promote deep learning and expert math instruction—all while learning is underway. Completely Common Core aligned, these grade-specific probes eliminate the guesswork and will help you Systematically address conceptual and procedural mistakes Pinpoint where students are struggling Plan targeted instruction in algebra, functions, logarithms, geometry, trigonometric ratios, statistics and probability, and more
Download Free Uncovering Student Thinking About Mathematics in the Common Core, Grades K2 PDF by Cheryl Rose Tobey Full Book and published by Corwin Press. This book was released on 2013-06-12 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Get to the core of your students’ understanding of math! Quickly and reliably identify your primary students’ math knowledge with these convenient and easy-to-implement diagnostic tools! Tobey and Fagan provide 25 new assessments specifically for Grades K–2 and directly aligned with the Common Core. Organized by strand, the probes will enable you to: Quickly and objectively evaluate each child’s prior knowledge of basic math and numeracy Systematically address common mistakes and obstacles before they become long-term problems Make sound instructional choices to improve all students’ math skills
Download Free Uncovering Student Thinking About Mathematics in the Common Core, Grades K–2 PDF by Cheryl Rose Tobey Full Book and published by Corwin Press. This book was released on 2013-05-31 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Get to the core of your students’ understanding of math! Quickly and reliably identify your primary students’ math knowledge with these convenient and easy-to-implement diagnostic tools! Tobey and Fagan provide 25 new assessments specifically for Grades K–2 and directly aligned with the Common Core. Organized by strand, the probes will enable you to: Quickly and objectively evaluate each child’s prior knowledge of basic math and numeracy Systematically address common mistakes and obstacles before they become long-term problems Make sound instructional choices to improve all students’ math skills
Download Free Mathematics Formative Assessment, Volume 2 PDF by Page Keeley Full Book and published by Corwin Press. This book was released on 2016-12-08 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This one-of-a-kind resource helps you build a bridge between your students’ initial ideas and correct mathematical thinking. Includes an annotated reference guide.
Download Free Bringing Math Students Into the Formative Assessment Equation PDF by Susan Janssen Creighton Full Book and published by Corwin Press. This book was released on 2015-01-21 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: Make formative assessment work for you—and your math students! Finally, formative assessment that adds up! This research-based, teacher-tested guide, written specifically for middle school mathematics teachers, will help you teach more effectively and turn your students into self-regulated learners. As you implement instructional strategies, your students will start monitoring, assessing, and communicating about their own progress. Features include: A clear and manageable six-aspect instructional model Detailed strategies for helping students own their successes Real-life examples from middle school mathematics teachers Useful resources and a companion website to help you implement formative assessment in your classroom
Download Free Math Starters PDF by Judith A. Muschla Full Book and published by John Wiley & Sons. This book was released on 2013-09-30 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt: A revised edition of the bestselling activities guide for math teachers Now updated with new math activities for computers and mobile devices—and now organized by the Common Core State Standards—this book includes more than 650 ready-to-use math starter activities that get kids quickly focused and working as soon as they enter the classroom. Ideally suited for any math curriculum, these high-interest problems spark involvement in the day's lesson, help students build skills, and allow teachers to handle daily management tasks without wasting valuable instructional time. A newly updated edition of a bestselling title Ideal for math teachers in grades six through twelve Includes more than 650 ready-to-use starter problems
Download Free Responding to Student Thinking in the Moment PDF by Jen Munson Full Book and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Research, policies, and standards have called for math classrooms to engage students in the work of doing mathematics as a joint, discourse-driven endeavor (e.g., Boaler & Staples, 2008; Common Core State Standards Initiative, 2010; National Council of the Teachers of Mathematics, 2014). Collaborative problem solving provides just such an opportunity and offers multiple demonstrated benefits to students (c.f., Boaler, 2010; Johnson & Johnson, 1999; Laughlin, Hatch, Silver, & Boh, 2006; Pantiz, 1999), but raises questions about the role of the teacher when students are co-constructing understanding in small groups. Prior research provides evidence that teachers can support student learning during collaborative problem solving by asking questions to uncover student thinking (Franke et al., 2009; Kazemi & Stipek, 2001), however there is also the potential for teachers to undermine students' mathematical authority and derail their thinking (Brodie, 2000; Cohen & Lotan, 2014). How teachers navigate the discursive challenges of intervening in students' work-in-progress productively has yet to be fully illustrated, and researchers in this area have called for greater attention to these conversations (Jacobs & Empson, 2016). The pedagogical work involved in responding productively to student thinking in the moment is demanding because it cannot be fully planned for in advance and requires skillful improvisation (Ball & Cohen, 1999; Lampert & Graziani, 2009). Responding to student thinking in the moment is difficult work, and we don't yet know how best to support teachers in learning to do so. Professional development structures typically do not provide opportunities to learn how to respond to the emergent thinking of students because they take place in the absence of students and the demands of the moment, compounding the challenge of learning responsiveness. Efforts toward practice-based teacher education seek to bridge this gap, by decomposing practice, trying on practices in low-stakes environments, and maintaining the complexity of pedagogies (Grossman, Hammerness, & McDonald, 2009; Lampert et al., 2013). To inform teachers' efforts to respond to student thinking in the moment and better understand the professional learning involved, my dissertation seeks to define and illustrate how teacher-student interactions, which I refer to as conferring, can uncover and advance student thinking in the moment. I also undertake an examination of how an embedded professional development structure can support teacher learning of responsiveness through conferring. I conducted two studies to address these twin goals. In Study 1, I examine the conferring interactions of two fourth grade teachers with their students and use cross-case analysis to compare how different interactions were structured. Using video and audio records of teachers' interactions with collaborating students, I determined the structures of more and less productive conferring interactions and the specific discursive moves teachers used in these interactions which contributed to their productivity. In Study 2, I designed a coaching intervention embedded directly in teachers' own classrooms, which I call side-by-side coaching, and explored the impact of this intervention on the conferring practices of three elementary teachers. The multiple layers of analysis of video records compare teachers' conferring interactions before and after side-by-side coaching, which are triangulated with interview data. Findings from Study 1 are detailed in Chapters 3 and 4. In Chapter 3, I present analysis of teachers' conferring interactions with students in which there was evidence that student thinking was advanced in the discourse. I describe the characteristics and the types of these discursive episodes, which I refer to as nudges. Nudges build on student thinking in the moment. In Chapter 4, I contrast these conferring interactions with those that do not evidently advance student thinking and provide an analysis of the types of structures of conferring interactions without a nudge. These findings illuminate what makes conferring challenging for teachers and what specific discursive routines may undermine or support teachers' efforts to advance student thinking. Findings from Study 2 are detailed in Chapters 5 and 6. In Chapter 5, I examine quantitatively whether teachers learned to nudge student thinking more frequently from pre- to post-coaching. I found statistical evidence that all three teachers did learn to do so, and I explore three competing hypotheses for what might explain the increased frequency of nudging in the data, finding only a shift in the nature of conferring interactions a plausible explanation. In Chapter 6, I provide an in-depth analysis of the shift in the nature of teachers' conferring interactions from pre- to post-coaching. I found that changes were clustered around changes in teachers' enacted identities and practices, and this chapter describes a total of eight dimensions of teacher learning. These eight shifts are united by a shared arc of teacher learning: developing and enacting a genuinely curious stance toward student thinking. The findings from these studies have implications for research and practice. First, the nudge provides an articulation of how teachers can effectively build on student thinking in the moment without succumbing to the pitfalls identified by earlier research. Within the broader context of conferring interactions, these finding provide the first clear illustration of how teachers and students can co-construct interactions in the midst of problem solving that both uncover and advance student thinking. Second, the findings from Study 2 offer a model for teacher learning of responsive pedagogy and emphasize the complex interdependence of teacher identity and practice. These finding underscore the need for professional developers and teacher educators to consider how to attend to shifts in both identity and practice to support teacher learning. Third, the development of a curious orientation to student thinking and the practices to enact that curiosity was a central theme of teachers' learning. Teacher curiosity matters and can be learned. This study raises questions about the role teacher curiosity about student thinking in the learning or other teaching practices. Finally, the specific embedded professional development model used in Study 2, side-by-side coaching, effectively supports teachers' learning of a complex and responsive pedagogy, conferring. Side-by-side coaching offers the field a new professional development structure to support teachers directly in the classroom to learn and teach simultaneously and has implications for researchers aiming to understand how teacher learning unfolds in the moment.
Download Free California Common Core State Standards PDF by California. Department of Education Full Book and published by . This book was released on 2013 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download Free Math Advantage, Grade 3 PDF by Harcourt Brace Publishing Full Book and published by Houghton Mifflin Harcourt P. This book was released on 1997-06 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download Free Mindset Mathematics: Visualizing and Investigating Big Ideas, Grade 6 PDF by Jo Boaler Full Book and published by John Wiley & Sons. This book was released on 2019-01-07 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Engage students in mathematics using growth mindset techniques The most challenging parts of teaching mathematics are engaging students and helping them understand the connections between mathematics concepts. In this volume, you'll find a collection of low floor, high ceiling tasks that will help you do just that, by looking at the big ideas at the sixth-grade level through visualization, play, and investigation. During their work with tens of thousands of teachers, authors Jo Boaler, Jen Munson, and Cathy Williams heard the same message—that they want to incorporate more brain science into their math instruction, but they need guidance in the techniques that work best to get across the concepts they needed to teach. So the authors designed Mindset Mathematics around the principle of active student engagement, with tasks that reflect the latest brain science on learning. Open, creative, and visual math tasks have been shown to improve student test scores, and more importantly change their relationship with mathematics and start believing in their own potential. The tasks in Mindset Mathematics reflect the lessons from brain science that: There is no such thing as a math person - anyone can learn mathematics to high levels. Mistakes, struggle and challenge are the most important times for brain growth. Speed is unimportant in mathematics. Mathematics is a visual and beautiful subject, and our brains want to think visually about mathematics. With engaging questions, open-ended tasks, and four-color visuals that will help kids get excited about mathematics, Mindset Mathematics is organized around nine big ideas which emphasize the connections within the Common Core State Standards (CCSS) and can be used with any current curriculum.
Download Free A Look at Kindergarten Through Grade Six in California Public Schools PDF by Faye Ong Full Book and published by . This book was released on 2011 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The publication is based on 'A look at kindergarten through grade six in California public schools and the common core state standards'". This online publication contains all content areas...and is attached as a CD-ROM for reference." -- p. v.
Download Free Investigations in Number, Data, and Space PDF by Full Book and published by . This book was released on 2008 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: Part of a K-5 mathematics curriculum, with curriculum units for classroom use and resources for teachers; the Investigations curriculum was developed at TERC, formerly Technical Education Research Centers.
Download Free Helping Students who Struggle with Math and Science PDF by Dennis Adams Full Book and published by R & L Education. This book was released on 2008 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides teachers with research-based and standards-driven techniques that are especially useful for reaching all students in the classroom.