Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 6-8 (Volume III), 2nd Edition

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:

• A new Part I: Establishing a Student-Centered Environment. The Second Edition is divided into two parts. Part I consists of seven chapters (all new) that address important ideas for creating a classroom environment where all students can succeed. Part  I includes:
  • A more in-depth definition of understanding using the eight mathematical practices identified in the Common Core State Standards (CCSSO, 2010), the five strands of mathematical proficiency from Adding It Up (NCTM, 2001), and NCTM’s process standards (2000) (Chapter 1).
  • A discussion of what it means to teach mathematics through problem solving (as compared to teaching mathematics for problem solving). This includes a discussion about criteria to use in the selection of problem-based tasks, and presents a set of recommendations for facilitating effective classroom discourse. (Chapter 2)
  • Information on various formative assessment strategies including observations, diagnostic interviews, and tasks, as well as creating and using rubrics. (Chapter 3)
  • Strategies to support the diverse range of learners in classrooms (Chapters 4-6)
  • Concrete ideas about how to communicate and engage with a variety of stakeholders to ensure students receive the support they need to be successful in mathematics. (Chapter 7)
• Connections to the Common Core State Standards. A priority in preparing the Second Edition was to align the material to the CCSS standards.This has resulted in important changes:
  • Standards for Mathematical Practice,a critical component of the CCSS recommendations, are highlighted in the text through marginal notes and focus readers’ attention on examples of what these eight practices look like across content areas and grade levels.
  • Chapters have been reorganized and updated to reflect the CCSS recommendations and present a more coherent progression of mathematical ideas and student learning. Explicit and specific attention is given to grade level positioning of content throughout the discussion within each chapter.
• Increased Attention to Student Diversity. A new emphasis on diversity can be seen with the addition of chapters on differentiating instruction (Chapter 4) as well as planning, teaching, and assessing culturally and linguistically diverse students (Chapter 5) and students with exceptionalities (Chapter 6). Additional strategies for supporting students with special needs and English Language Learners are included in Part II chapters, highlighted in several activities in each chapter (noted with icons), and are incorporated into the revised expanded lessons at the end of each Part II chapter.
• Coverage of Technology. Since the First Edition published, technology has changed drastically. Now there is an increased availability of high quality web sites, applets, freeware, and so on. Each chapter in Part II identifies effective, free technology that can help make content more visible, relevant, and interesting to students.
• Revised, Updated Expanded Lessons. Every Part II chapter still has a lesson at the end, but they have all been revised. All lessons now include (1) NCTM and CCSS grade level recommendations, (2) adaptation suggestions for English Language Learners and Students with Special Needs, and (3) formative assessment suggestions for what to observe and what to ask students.