- 100 Favorite Calendar Problems Poster
NCTM has created a colorful poster of 100 of our readers' favorite problems from the Mathematics Teacher's"Calendar." The poster is designed for classroom use and has answers on the back. - 2014 APME eBook Ch 1: Transitioning to Common Mathematics Standards: Computational Fluency (PDF Downloads)
This PDF file presents a chapter of Annual Perspectives in Mathematics 2014: Using Research to Improve
Instruction in a downloadable file that preserves the design and layout of the book while allowing users to search and print selected pages.
Chapter 1: “Transitioning to Common Mathematics Standards: Computational Fluency in the K–5 Curriculum.” Dawn Teuscher (Brigham Young University), Barbara J. Reys (University of Missouri), Shannon Dingman (University of Arkansas), and Amanda Thomas (Penn State Harrisburg) compare and contrast the approach and
progression of computational fluency with whole numbers, fractions, and decimals within the Common Core. They point out important issues that teachers will face as they address computational fluency in their own instruction.
Please note: This product can only be purchased via NCTM’s online catalog. Non-web payment methods, such as POs, cannot be used to purchase this item. If you have any questions please call NCTM’s Customer Service Department at 800-235-7566. - 2014 APME eBook Ch 10: Using Rich Tasks to Promote Discourse (PDF Downloads)
This PDF file presents a chapter of Annual Perspectives in Mathematics 2014: Using Research to Improve
Instruction in a downloadable file that preserves the design and layout of the book while allowing users to search and print selected pages.
Chapter 10: “Using Rich Tasks to Promote Discourse.” Denise A. Spangler (University of Georgia), JiSun Kim (Gyeongsang National University, Korea), Dionne Cross (Indiana University), Hulya Kilic (Yeditepe University, Turkey), F. Asli Iscimen (Bogazici
University, Turkey), and Diana Swanagan (Shorter University) recount a multiyear research project with four fifth-grade teachers and their students that helped them to orchestrate productive mathematical discourse.
Please note: This product can only be purchased via NCTM’s online catalog. Non-web payment methods, such as POs, cannot be used to purchase this item. If you have any questions please call NCTM’s Customer Service Department at 800-235-7566. - 2014 APME eBook Ch 11: Supporting Writing with the Student Mathematician Discourse Framework (PDF Downloads)
This PDF file presents a chapter of Annual Perspectives in Mathematics 2014: Using Research to Improve
Instruction in a downloadable file that preserves the design and layout of the book while allowing users to search and print selected pages.
Chapter 11: “Supporting Writing with the Student Mathematician Discourse Framework.” Tutita M. Casa (University of Connecticut) describes ideas for teaching and learning that enable students to produce high-quality writing in math class. The chapter discusses the
connections between oral and written discourse and the variety of benefits derived from supporting student writing.
Please note: This product can only be purchased via NCTM’s online catalog. Non-web payment methods, such as POs, cannot be used to purchase this item. If you have any questions please call NCTM’s Customer Service Department at 800-235-7566. - 2014 APME eBook Ch 12: Situating Expansions of Students’ Explanations in Discourse Contexts (PDF Downloads)
This PDF file presents a chapter of Annual Perspectives in Mathematics 2014: Using Research to Improve
Instruction in a downloadable file that preserves the design and layout of the book while allowing users to search and print selected pages.
Chapter 12: “Situating Expansions of Students’ Explanations in Discourse Contexts.” Jeffrey Choppin (University of Rochester) analyzes the expansion moves that teachers can make to build on students’ explanations in ways that invite them into the discussion. These
moves are presented in a four-phase model, and examples of classroom discussions that move through these phases are provided.
Please note: This product can only be purchased via NCTM’s online catalog. Non-web payment methods, such as POs, cannot be used to purchase this item. If you have any questions please call NCTM’s Customer Service Department at 800-235-7566. - 2014 APME eBook Ch 13: Multimodal Communication: Promoting and Revealing Students’ Mathematical Thinking (PDF Downloads)
This PDF file presents a chapter of Annual Perspectives in Mathematics 2014: Using Research to Improve
Instruction in a downloadable file that preserves the design and layout of the book while allowing users to search and print selected pages.
Chapter 13: “Multimodal Communication: Promoting and Revealing Students’ Mathematical Thinking.” Gwendolyn Moffett, Kristen Malzahn (Horizon Research Inc.), and Mark Driscoll (Education Development Center Inc.) present three vignettes of seventh-grade English language learners
(ELLs) using multimodal communication to work on a parallelogram problem. The chapter concludes with the implications of this type of communication for lesson planning and implementation.
Please note: This product can only be purchased via NCTM’s online catalog. Non-web payment methods, such as POs, cannot be used to purchase this item. If you have any questions please call NCTM’s Customer Service Department at 800-235-7566. - 2014 APME eBook Ch 14: Teacher Discourse Moves: Supporting Productive and Powerful Discourse (PDF Downloads)
This PDF file presents a chapter of Annual Perspectives in Mathematics 2014: Using Research to Improve
Instruction in a downloadable file that preserves the design and layout of the book while allowing users to search and print selected pages.
Chapter 14: “Teacher Discourse Moves: Supporting Productive and Powerful Discourse.” Michelle Cirillo (University of Delaware), Michael D. Steele (University of Wisconsin–Milwaukee), Samuel Otten (University of Missouri), Beth A. Herbel-Eisenmann (Michigan State University), Kathleen
McAneny (West Chester University), and Jamila Q. Riser (Delaware Mathematics Coalition) describe the design of a professional development curriculum for secondary math teachers that incorporate six teacher discourse moves. The chapter includes an example of a classroom dialogue where all six moves were
exhibited.
Please note: This product can only be purchased via NCTM’s online catalog. Non-web payment methods, such as POs, cannot be used to purchase this item. If you have any questions please call NCTM’s Customer Service Department at 800-235-7566. - 2014 APME eBook Ch 15: Promoting Mathematical Reasoning through Critiquing Student Work (PDF Downloads)
This PDF file presents a chapter of Annual Perspectives in Mathematics 2014: Using Research to Improve
Instruction in a downloadable file that preserves the design and layout of the book while allowing users to search and print selected pages.
Chapter 15: “Promoting Mathematical Reasoning through Critiquing Student Work.” Catherine Bénéteau (University of South Florida), Sarah K. Bleiler (Middle Tennessee State University), and Denisse R. Thompson (University of South Florida) share a strategy used with thirty-one
preservice teachers in a mathematics-content course to engage them in discourse with their peers and the instructors. They relate the implications for practice to a framework related to metaknowledge about proof.
Please note: This product can only be purchased via NCTM’s online catalog. Non-web payment methods, such as POs, cannot be used to purchase this item. If you have any questions please call NCTM’s Customer Service Department at 800-235-7566. - 2014 APME eBook Ch 16: Using Classroom Evidence to Inform and Improve Teaching (PDF Downloads)
This PDF file presents a chapter of Annual Perspectives in Mathematics 2014: Using Research to Improve
Instruction in a downloadable file that preserves the design and layout of the book while allowing users to search and print selected pages.
Chapter 16: “Using Classroom Evidence to Inform and Improve Teaching.” Christine M. Phelps (Central Michigan University), Felice S. Shore, and Sandy M. Spitze (Towson University) share strategies for collecting, analyzing, and using evidence of student learning to
improve instruction. The chapter includes an example from a lesson experiment that occurred during a summer enrichment and remediation program for middle-grades students.
Please note: This product can only be purchased via NCTM’s online catalog. Non-web payment methods, such as POs, cannot be used to purchase this item. If you have any questions please call NCTM’s Customer Service Department at 800-235-7566. - 2014 APME eBook Ch 17: Exploring Functions in Elementary School: Leveraging the Representational Context (PDF Downloads)
This PDF file presents a chapter of Annual Perspectives in Mathematics 2014: Using Research to Improve
Instruction in a downloadable file that preserves the design and layout of the book while allowing users to search and print selected pages.
Chapter 17: “Exploring Functions in Elementary School: Leveraging the Representational Context.” Darrell Earnest (University of Massachusetts, Amherst) considers the role of the representational context co-created by teachers and students to explore, test, reason, and argue about
mathematical ideas. A case study shows one third-grade teacher’s lesson implementation in which students produced increasingly systematic expressions of generalizations.
Please note: This product can only be purchased via NCTM’s online catalog. Non-web payment methods, such as POs, cannot be used to purchase this item. If you have any questions please call NCTM’s Customer Service Department at 800-235-7566. | |