# Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume 1), 3rd edition

Published by Pearson (January 25, 2021) Â© 2018

**John A. Van de Walle**Virginia Commonwealth University**LouAnn H. Lovin**James Madison University**Karen S. Karp**Johns Hopkins University**Jennifer M. Bay-Williams**University of Louisville

**eTextbook features**

- Instant access to eTextbook
- Search, highlight, and notes
- Create flashcards

~~Price Reduced From: $69.99~~

**Details**

- A print text

**Brief Table of Contents**

**Part 1: Establishing a Student-Centered Environment**

1. Setting a Vision for Learning High-Quality Mathematics

2. Teaching Mathematics through Problem Solving

3. Creating Assessments for Learning

4. Differentiating Instruction

5. Teaching Culturally and Linguistically Diverse Children

6. Planning, Teaching, and Assessing Children with Exceptionalities

7. Collaborating with Families and Other Stakeholders

**Part 2: Teaching Student-Centered Mathematics**

8. Developing Early Number Concepts and Number Sense

9. Developing Meanings for the Operations

10. Helping Children Develop Fluency with Basic Facts

11. Developing Whole-Number Place-Value Concepts

12. Building Strategies for Whole-Number Computation

13. Promoting Algebraic Reasoning

14. Exploring Early Fraction Concepts

15. Building Measurement Concepts

16. Developing Geometric Reasoning and Concepts

17. Helping Children Use Data

Appendix A. Common Core State Standards: Standards for Mathematical Practice

Appendix B. Common Core State Standards: Grades K-2 Critical Content Areas and Overviews

Appendix C. Mathematics Teaching Practices: NCTM Principles to Action (2014)

Appendix D. Activities at a Glance: Volume I

Appendix E. Guide to Blackline Masters

**Detailed Table of Contents**

**Part 1: Establishing a Student-Centered Environment**

**1. Setting a Vision for Learning High-Quality Mathematics**

Understanding and Doing Mathematics

How Do Children Learn?

Teaching for Understanding

Mathematics Classrooms That Promote Understanding

**2. Teaching Mathematics through Problem Solving**

Teachinghrough Problem Solving: An Upside-Down Approach

Mathematics Teaching Practices for Teaching through Problem Solving

Using Worthwhile Tasks

Orchestrating Classroom Discourse

Representations: Tools for Problem Solving, Reasoning, and Communication

Lessons in the Problem-Based Classroom

Life-Long Learning: An Invitation to Learn and Grow

**3. Creating Assessments for Learning**

Assessment That Informs Instruction

Observations

Questions

Interviews

Tasks

Children's Self-Assessment and Reflection

Rubrics and Their Uses

**4. Differentiating Instruction**

Differentiation and Teaching Mathematics through Problem Solving

The Nuts and Bolts of Differentiating Instruction

Differentiated Tasks for Whole-Class Instruction

Tiered Lessons

Flexible Grouping

**5. Teaching Culturally and Linguistically Diverse Children**

Culturally and Linguistically Diverse Children

Culturally Responsive Mathematics nstruction

Teaching Strategies That Support Culturally and Linguistically Diverse Children

Assessment Considerations for ELLs

**6. Planning, Teaching, and Assessing Children with Exceptionalities**

Instructional Principles for Diverse Learners

Implementing Interventions

Teaching and Assessing Children with Learning Disabilities

Adapting for Children with Moderate/Severe Disabilities

Planning for Children Who Are Mathematically Gifted

**7. Collaborating with Families and Other Stakeholders**

Sharing the Message with Stakeholders

Administrator Engagement and Support

Family Engagement

Homework Practices and Parent Coaching

**Part 2: Teaching Student-Centered Mathematics**

**8. Developing Early Number Concepts and Number Sense**

The Number Core: Early Counting and Number Concepts

The Relations Core: More Than, Less Than, and Equal To

Developing Number Sense by Building Number Relationships

Number Sense and the Real World

Revisiting the Big Ideas for Number Concepts

**9. Developing Meanings for the Operations**

Teaching Operations through Contextual Problems

Children's Conceptions of Addition and Subtraction

Addition and Subtraction Problem Structures

Teaching Addition and Subtraction

Laying the Foundation for Multiplication and Division

Teaching Multiplication and Division

Supporting Children in Solving Contextual Problems

Final Thoughts: Outcomes Related to Teaching and Learning Operations

**10. Helping Children Develop Fluency with Basic Facts**

The Developmental Nature of Learning Basic Facts

Different Approaches to Teaching Basic Facts

Teaching Basic Facts Effectively

Assessing Basic Facts Effectively

Reasoning Strategies for Addition Facts

Reasoning Strategies for Subtraction Facts

Reinforcing Reasoning Strategies

Building a Foundation for Multiplication Facts

Reinforcing Basic Fact Mastery

Do's and Don'ts for Teaching Basic Facts

**11. Developing Whole-Number Place-Value Concepts**

Pre-Place-Value Understandings

Developing Foundational Ideas in Whole-Number Place Value

Base-Ten Models for Place Value

Developing Base-Ten Concepts

Oral and Written Names for Numbers

Patterns and Relationships with Multidigit Numbers

Connecting Place Value to Addition and Subtraction

Connections to Real-World Ideas

**12. Building Strategies for Whole-Number Computation**

A Move to Computational Fluency

Connecting Addition and Subtraction to Place Value

Three Types of Computational Strategies

Development of Invented Strategies

Development of Invented Strategies for Addition and Subtraction

Standard Algorithms for Addition and Subtraction

Introducing Computational Estimation

Computational Estimation Strategies

Common Misconceptions with Whole-Number Computation

**13. Promoting Algebraic Reasoning**

Strands of Algebraic Reasoning

Structure in the Number System: Connecting Number and Algebra

Meaningful Use of Symbols

Structure in the Number System: Properties

Patterns and Functions

Common Misconceptions with Algebraic Reasoning

**14. Exploring Early Fraction Concepts**

Meanings of Fractions for PreK-2 Children

Introducing Fraction Language

Models for Fractions

Building Fractional Parts through Partitioning and Iterating

Fraction Equivalence and Comparison

From Fraction Words to Symbols

Teaching Considerations for Fraction Concepts

**15. Building Measurement Concepts**

The Meaning and Process of Measuring

Length

Time

Money

Other Measurable Attributes

Common Misconceptions with Measurement

**16. Developing Geometric Reasoning and Concepts**

Geometry Goals for Young Children

Developing Geometric Reasoning

Shapes and Properties

Transformations

Location

Visualization

**17. Helping Children Use Data**

What Does It Mean to Do Statistics?

Formulating Questions

Data Collection

Data Analysis: Classification

Data Analysis: Graphical Representations

Interpreting Results

Appendix A. Common Core State Standards: Standards for Mathematical Practice

Appendix B. Common Core State Standards: Grades K-2 Critical Content Areas and Overviews

Appendix C. Mathematics Teaching Practices: NCTM Principles to Action (2014)

Appendix D. Activities at a Glance: Volume I

Appendix E. Guide to Blackline Masters

This publication contains markup to enable structural navigation and compatibility with assistive technologies. Images in the publication MAY NOT be fully described, which is a barrier to those who rely on alternative text descriptions. The publication supports text reflow and contains no content hazards known to cause adverse physical reactions.

Need help? Get in touch