Summary
Contents
Subject index
The math teacher's go-to resource—now updated for the Common Core!
What works in math and why has never been the issue; the research is all out there. Where teachers struggle is the “how“—something the research rarely manages to tackle. That's the big service What Successful Math Teachers Do provides. It's a powerful portal to what the best research looks like in practice, strategy by strategy—aligned in this new edition to both the Common Core and the NCTM Standards.
How exactly does What Successful Math Teachers Do work? It couldn't be easier to navigate. The book's eleven chapters organize clusters of strategies around a single aspect of a typical instructional program. For each of the 80 strategies, the authors present: A brief description of that strategy; A summary of supporting research; The NCTM and Common Core Standards it meets--and how; Classroom applications, with examples; Precautions and possible pitfalls; Primary sources for further reading and research
Whether you're a newly minted math teacher or veteran looking to fine-tune your teaching, What Successful Math Teachers Do is your best resource for successful standards-based instruction.
Look for and Express Regularity in Repeated Reasoning
Look for and Express Regularity in Repeated Reasoning
Aligning Chapter 8 to the Common Core State Standards
Patterns are the cornerstones of mathematics. When students discover a pattern or make a conjecture, they are placing themselves in the role of mathematicians. The eighth and final of the Common Core State Standards for Mathematics (CCSSM) Standards for Mathematical Practice is “Look for and express regularity in repeated reasoning.” This chapter provides ideas for lessons that build this kind of thinking, including looking for patterns, thinking critically, and making connections to the world.
Strategy 45: Use Questions for Different and Versatile Functions in the Classroom
What the Research Says
Research was conducted to investigate what questions teachers asked and why they asked them. Thirty-six ...
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