Fr. 52.50

Work Smarter, Not Harder - A Framework for Math Teaching and Learning

Anglais · Livre de poche

Expédition généralement dans un délai de 1 à 3 semaines (ne peut pas être livré de suite)

Description

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Learn how to get results in math teaching and learning by working smarter not harder! A framework for math teaching that integrates the Common Core standards of mathematical practice as a natural part of teaching is provided. This researched based framework that address the process of teaching has been tested and refined by hundreds of teachers.

Table des matières










List of Video Clips
Preface
Acknowledgements
Chapter 1- Whole Class Discussion Framework
Chapter 2- Design the Physical Space For Discussions
Chapter 3- Classroom Routines for Discussions
Chapter 4- Optimize Learning through Planning
Chapter 5- Third Level Of Planning: What Do We Talk About?
Chapter 6- The Discussion: Three Levels Of Sense Making
Chapter 7- Reflect and Improve Teaching to Support Learning
References
About the Author

A propos de l'auteur










Dr. Teruni Lamberg is an Associate Professor of Mathematics at the University of Nevada. She has held many leadership positions and was the Principal Investigator of the Nevada Mathematics Project.

Résumé

Learn how to get results in math teaching and learning by working smarter not harder! A framework for math teaching that integrates the Common Core standards of mathematical practice as a natural part of teaching is provided. This researched based framework that address the process of teaching has been tested and refined by hundreds of teachers.

Texte suppl.

The framework in Work Smarter, Not Harder acknowledges the complexities of teaching in practice. Both experienced and novice teachers will find a rich guide in this book to help them create classroom environments where mathematical discussions can thrive. Classroom routines and the physical environment are clearly addressed. The resource contains many specific examples, including videos, to help teachers examine their assessment and their planning practices, to ensure that they are effectively supporting children’s learning of mathematics.

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