Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume II), 2nd Edition
©2014 |Pearson | Out of print
John A. Van de Walle, Late of Virginia Commonwealth University
Karen S. Karp, Johns Hopkins University
LouAnn H. Lovin, James Madison University
Jennifer M. Bay-Williams, University of Louisville
©2014 |Pearson | Out of print
Practical guide for developmentally appropriate, student-centered mathematics instruction from best selling mathematics methods authors John Van de Walle, Karen Karp, LouAnn Lovin, and Jennifer Bay-Williams.
Initially adapted from Van de Walle’s market-leading textbook, Elementary and Middle School Mathematics, the Professional Mathematics Series is specially designed for in-service teachers. Each volume of the series focuses on the content relevant to a specific grade band and provides additional information on creating an effective classroom environment, engaging families, and aligning teaching to the Common Core State Standards. Additional activities and expanded lessons are also included.
The series has three objectives:
1. To illustrate what it means to teach student-centered, problem-based mathematics
2. To serve as a reference for the mathematics content and research-based instructional strategies suggested for pre-kindergarten to grade two, grades three to five, and grades six to eight
3. To present a large collection of high quality tasks and activities that can engage students in the mathematics that is important for them to learn
Volume II is tailored specifically to grades 3-5, allowing teachers to quickly and easily locate information to implement in their classes. The student-centered approach will result in students who are successful in learning mathematics, making these books indispensable for 3-5 classroom teachers!
This product is part of the following series. Click on a series title to see the full list of products in the series.
Sample chapter is available for download in PDF format.
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Since the writing of the First Edition many developments in mathematics education have occurred— from the publication of NCTM’s Curriculum Focal Points (2006) to the development and implementation of the Common Core State Standards (CCSSO, 2010). Research has provided new information about how students learn particular mathematical ideas. Readers have also provided feedback about what they wished was in the First Edition. It was time to incorporate these ideas into a new edition to ensure teachers had access to strong support aligned with the latest developments in mathematics education.
Changes to the Second Edition of the Professional Series include:
Part 1: Establishing a Student-Centered Environment
Chapter 1: Teaching Mathematics for Understanding
Chapter 2: Teaching Mathematics Through Problem Solving
Chapter 3: Assessing for Learning
Chapter 4: Differentiating Instruction
Chapter 5: Planning, Teaching, and Assessing Culturally and Linguistically Diverse Students
Chapter 6: Planning, Teaching, and Assessing Students with Exceptionalities
Chapter 7: Collaborating with Families, Community, and Principals
Part 2: Teaching Student-Centered Mathematics
Chapter 8: Exploring Number and Operation Sense
Chapter 9: Helping Students Master the Basic Facts
Chapter 10: Developing Whole Number Place Value Concepts
Chapter 11: Building Strategies for Whole-Number Computation
Chapter 12: Exploring Fraction Concepts
Chapter 13: Building Strategies for Fraction Computation
Chapter 14: Developing Decimal and Percent Concepts and Decimal Computation
Chapter 15: Promoting Algebraic Thinking
Chapter 16: Building Measurement Concepts
Chapter 18: Developing Geometric Thinking and Geometric Concepts
Chapter 19: Helping Students Represent and Interpret Data
John A. Van de Walle
The late John Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a mathematics education consultant who regularly gave professional development workshops for K-8 teachers in the United States and Canada. He visited and taught in elementary school classrooms and worked with teachers to implement student-centered math lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K-6 series and contributed to the Pearson School mathematics program, enVisionMATH. Additionally, he wrote numerous chapters and articles for the National Council of Teachers of Mathematics (NCTM) books and journals and was very active in NCTM, including serving on the Board of Directors, Chair of the Educational Materials Committee, and a frequent speaker at national and regional meetings.
Karen S. Karpis a professor of mathematics education at the University of Louisville (Kentucky). Prior to entering the field of teacher education she was an elementary school teacher in New York. Karen’s research interests is on teaching mathematics to diverse populations. She is also co-author of Elementary and Middle School Mathematics: Teaching Developmentally, Growing Professionally: Readings from NCTM Publications for Grades K-8, Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-Grade 2 and numerous book chapters and articles. She is a former member of the Board of Directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators (AMTE). She continues to work in classrooms to support teachers of students with disabilities in their mathematics instruction.
LouAnn Lovin is a professor of mathematics education at James Madison University (Virginia). She co-authored the First Edition of the Teaching Student-Centered Mathematics Professional Development Series with John A. VandeWalle as well as Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners with special educators David Allsopp and Maggie Kyger. LouAnn taught mathematics to middle and high school students before transitioning to PreK-8. Over the last 15 years, she has worked in K-8 classrooms and engaged with teachers in professional development as they implement a student-centered approach to teaching mathematics. She has published articles in NCTM’s Teaching Children Mathematics and Mathematics Teaching in the Middle School and has served on NCTM’s Educational Materials Committee.LouAnn’s research interest is on ways to develop teachers’ mathematical knowledge needed to teach for understanding.
Jennifer M. Bay Williams
Jennifer Bay-Williams is a professor of mathematics education at the University of Louisville (Kentucky). Jennifer has published many articles on teaching and learning in NCTM journals. She has also coauthored numerous books, including: Mathematics Coaching: Tools and Resources for Coaches and Leaders, K-12; Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-Grade 2, Math and Literature: Grades 6-8, Math and Nonfiction: Grades 6-8, and Navigating through Connections in Grades 6-8. Jennifer taught elementary, middle, and high school in Missouri and in Peru, and continues to work in classrooms at all levels with students and with teachers. Jennifer served as member of Board of Directors for TODOS: Equity for All, as president of the Association of Mathematics Teacher Educators (AMTE), and editor for the 2012 NCTM Yearbook.
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