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How to make counting count! This influential book inspires
preschool and elementary teachers to experience the joys and
rewards of using two activities-Choral Counting and Counting
Collections-regularly in their classrooms and in their partnerships
with families. It paints a vision for how deeply and creatively
children can engage with ideas of number and operations and
mathematical sense-making through counting. Megan L. Franke, Elham
Kazemi, and Angela Chan Turrou have collected the wisdom of
mathematics teachers and researchers across the country who explore
activities that are at once playful and intentional, simple and
sophisticated. For teachers who want to jumpstart student
participation and deepen mathematical understanding, this can be
your go-to guide. In six clear, engaging chapters, accompanied by
an online Choral Counting tool, you will learn: How to facilitate
open-ended counting activities to deepen children's number sense
How counting activities can produce both social and academic
benefits How teachers can engage with families to build on
students' mathematical thinking How to facilitate collaborative
activities with multiple entry points and multiple ways to be
successful Teachers will see that while the activities stay the
same, the mathematics deepens over time and students' learning
evolves. Let counting be a gateway into your students' mathematical
insights. You might be surprised at what you learn!
Not all mathematics discussions are alike. It's one thing to ask
students to share how they solved a problem, to get ideas out on
the table so that their thinking becomes visible; but knowing what
to do with students' ideas where to go with them can be a daunting
task. Intentional Talk provides teachers with a framework for
planning and facilitating purposeful mathematics discussions that
enrich and deepen student learning. According to Elham Kazemi and
Allison Hintz, the critical first step is to identify a
discussion's goal and then understand how to structure and
facilitate the conversation to meet that goal. Through detailed
vignettes from both primary and upper elementary classrooms, the
authors provide a window into what teachers are thinking as they
lead discussions and make important pedagogical and mathematical
decisions along the way. Additionally, the authors examine
students' roles as both listeners and talkers and, in the process,
offer a number of strategies for improving student participation
and learning. A collection of planning templates included in the
appendix helps teachers apply the right structure to discussions in
their own classrooms. Intentional Talk provides the perfect bridge
between student engagement and conceptual understanding in
mathematical discussions.
The authors in this edited volume reflect on their experiences with
culturally relevant pedagogy_as students, as teachers, as
researchers_and how these experiences were often at odds with their
backgrounds and/or expectations. Each of the authors speaks to the
complexity and difficulty in attempting to address students'
cultures, create learning experiences with relevance to their lives
and experiences, and enact pedagogies that promote academic
achievement while honoring students. At the same time, every author
shows the clashes and confrontations that can arise between and
among students, teachers, parents, administrators, and educational
policies.
The authors in this edited volume reflect on their experiences with
culturally relevant pedagogy_as students, as teachers, as
researchers_and how these experiences were often at odds with their
backgrounds and/or expectations. Each of the authors speaks to the
complexity and difficulty in attempting to address students'
cultures, create learning experiences with relevance to their lives
and experiences, and enact pedagogies that promote academic
achievement while honoring students. At the same time, every author
shows the clashes and confrontations that can arise between and
among students, teachers, parents, administrators, and educational
policies.
While mathematicians describe mathematics as playful, beautiful,
creative, and captivating, many students describe math class as
boring, stressful, useless, and humiliating. In Becoming the Math
Teacher You Wish You’d Had, Tracy Zager helps teachers close this
gap by making math class more like mathematics. Tracy spent years
observing a diverse set of classrooms in which all students had
access to meaningful mathematics. She partnered with teachers who
helped students internalize the habits of mind of mathematicians as
they grappled with age-appropriate content. From these scores of
observations, Tracy selected and analyzed the most revealing,
fruitful, thought-provoking examples of teaching and learning to
share with you in this book. Through these vivid stories, you’ll
gain insight into effective instructional decision making. You’ll
engage with big concepts and pick up plenty of practical details
about how to implement new teaching strategies. All teachers can
move toward increasingly authentic, delightful, robust mathematics
teaching and learning for themselves and their students. This
important book helps us develop instructional techniques that will
make the math classes we teach so much better than the math classes
we took.
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