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"Mathematics Materials"
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Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials
Building on the work of Professional Noticing of Children's Mathematical Thinking, the authors introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them.
Journal Article
The really useful maths book : a guide to interactive teaching
\"A rich resource which will help a teacher who likes to take risks to enable, inspire and support. - TES magazineThe Really Useful Maths book has been written for all those who want children to enjoy the challenge of learning mathematics. It presents teachers and students with exciting and varied ideas for introducing mathematics to children. With suggestions about the best ways to use resources and equipment to support learning, it describes in detail how to make learning the easy option for children. This accessible and comprehensive book covers both the practical side of mathematics and the theory and practice of mathematics teaching. Packed with ideas and activities, it is the perfect tool to help you to improve your teaching strategies. Topics covered include:numbers and the number system what teachers need to know about interactive teaching calculating consolidating new ideas and developing personal qualities shape and space measures, statistics and data handling consolidation and practice for accuracy, speed and fluency.Fully updated to take into account changes in mathematics teaching and curriculum, this new edition offers a host of new ideas for teaching, new topics, a glossary of mathematical terms and an activity matrix for easy navigation of the books practical activities. It is the perfect tool to support training and practicing primary teachers, subject specialists and mathematics coordinators in schools\"-- Provided by publisher.
Book
Open educational resources, student efficacy, and user perceptions: a synthesis of research published between 2015 and 2018
Although textbooks are a traditional component in many higher education contexts, their increasing price have led many students to forgo purchasing them and some faculty to seek substitutes. One such alternative is open educational resources (OER). This present study synthesizes results from sixteen efficacy and twenty perceptions studies involving 121,168 students or faculty that examine either (1) OER and student efficacy in higher education settings or (2) the perceptions of college students and/or instructors who have used OER. Results across these studies suggest students achieve the same or better learning outcomes when using OER while saving significant amounts of money. The results also indicate that the majority of faculty and students who have used OER had a positive experience and would do so again.
Journal Article
Making tally charts
Tally charts are an excellent way to organize, represent, and interpret data, a key skill in today's math classrooms. Readers will learn the components of a tally chart and how each is essential in understanding the information the chart holds. Entertaining topics, questions and answers, and a colorful design make this book a comprehensible companion to the mathematics curriculum. Step-by-Step Instructions, Quiz, Glossary, For Further Information Section, Index.
Book
Initiating a conversation about expertise in designing elementary mathematics methods courses for equity
Many elementary education programs have only one mathematics methods course designed for preservice teachers (PTs). Such courses typically cover a range of content and present a challenge for mathematics teacher educators (MTEs) who strive to prepare their PTs to teach mathematics in equitable and humane ways. Due to the “stand-alone” nature of these semester-long courses, additional expertise is required for MTEs who desire to intentionally and authentically attend to equity and support PTs in developing pedagogy that aims for equity as outlined by (Gutiérrez, in: Herbel-Eisenmann, Choppin, Wagner, Pimm (eds) Equity in discourse for mathematics education, Springer, Berlin, 2012). In this paper, we take a first step at outlining this expertise by proffering a framework for conceptualizing MTE curricular knowledge for designing mathematics methods courses for equity. Using 12 syllabi for stand-alone elementary mathematics methods courses in initial teacher licensure programs from MTEs who have demonstrated expertise in the field of equitable mathematics teaching (MTE-EEs), we examined how aspects of their curricular expertise were evidenced in course descriptions, goals, objectives, assignments, topics, and related readings. Findings indicated that MTE-EEs often included similar design features in their courses and concentrated their attention to equity on access and identity. Implications and future directions for research are discussed.
Journal Article
Making pictographs
Fun pictures and colorful graphics make learning to read and interpret pictographs enjoyable.
Book
Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities
To live independently, it is critical that students with disabilities maintain the basic mathematical skills they have acquired so they may apply these skills in daily life. To support maintenance of mathematical skills among students with developmental disabilities, the researchers used a multiple probe across participants design to examine the effectiveness of the VRA instructional sequence with fading support in teaching subtraction with regrouping to four students with developmental disabilities. A functional relation was found between the VRA instructional sequence with fading support and students’ accuracy in solving the problems. Students also maintained the skill up to 6 weeks after the intervention.
Journal Article
Examining key concepts in research on teachers' use of mathematics curricula
Studies of teachers' use of mathematics curriculum materials are particularly timely given the current availability of reform-inspired curriculum materials and the increasingly widespread practice of mandating the use of a single curriculum to regulate mathematics teaching. A review of the research on mathematics curriculum use over the last 25 years reveals significant variation in findings and in theoretical foundations. The aim of this review is to examine the ways that central constructs of this body of research - such as curriculum use, teaching, and curriculum materials - are conceptualized and to consider the impact of various conceptualizations on knowledge in the field. Drawing on the literature, the author offers a framework for characterizing and studying teachers' interactions with curriculum materials. (DIPF/Orig.).
Journal Article