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Teaching Numeracy
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Do some of your students arrive at wildly wrong answers to mathematical problems, but have no idea why? If so, they are not alone. Many students lack basic numeracy?the ability to think through the math logically, solve problems, and apply it outside of the classroom. This book outlines nine critical thinking habits that foster numerate learning and details practical ways to incorporate those habits into instruction. Referencing the new common core standards, NCTM standards, and established literacy practices, the authors include "How Can I Use This in My Math Class...Tomorrow" applications throughout the book, which shows you how to: " Monitor and repair students' understanding " Guide students to recognize patterns " Represent mathematics non-linguistically " Encourage questioning for understanding " Develop students' mathematics vocabulary " Create a collaborative environment Latter chapters show how to develop numeracy-rich lesson plans, and provide several ready-to-use models with clear directions and student handouts. The book's practices, activities, and problems will help you move your students from simply "doing the math" to a deeper understanding of how to think through the math.
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Table of Contents

Foreword by Arthur Hyde Preface Acknowledgments About the Authors Introduction: Numeracy: What Is It, and Why Is It Important? Part I. The 9 Critical Habits to Ignite Numerate Thinking Habit 1. Monitor and Repair Understanding Habit 2. Develop Schema and Activate Background Knowledge Habit 3. Identify Similarities and Differences, Recognize Patterns, Organize and Categorize Ideas, Investigate Analogies and Metaphors Habit 4. Represent Mathematics Nonlinguistically Habit 5. Predict, Infer, Recognize Trends, Use Patterns, and Generate and Test Hypotheses Habit 6. Question for Understanding Habit 7. Summarize, Determine Importance, Synthesize: Using Note Taking and Journaling Habit 8. Develop Vocabulary Habit 9. Collaborate to Learn Part II. The 5 Essential Components of a Numeracy-Based Mathematics Lesson Component 1. Purpose and Focus Component 2. Ignition Component 3. Bridge to the Learning Component 4. Gradual Release in Mathematics Component 5. Debrief: Tying It All Together Conclusion: Our Debrief Appendix A. Sample Numeracy-Based Lesson Plans Sample Lesson 1: Introduction to Division (Grades 2-3) Sample Lesson 2: Elapsed Time (Grades 5-6) Sample Lesson 3: Surface Area of a Right Rectangular Prism (Grades 7-8) Appendix B. Anticipation Guide: The 2010 Census Appendix C. Clock Reproducible for Clock Partners References and Further Reading Index

About the Author

Margie Pearse has spent the past twenty-three years as an educator and researcher. Middle school is where she spent the majority of her teaching years, researching, experimenting and crafting lessons, but she also has extensive experience teaching at the elementary level as well. Her educational philosophy can be summed up as such, "Why NOT reinvent the wheel. Yesterday's lessons will not suffice for students who need to succeed in tomorrow's world. We need to meet them, not just where they are, but where they need to be. How can I push my students' thinking for that to happen?" She currently coaches teachers and conducts original professional development days on how to transform instructional practices to become effective, well-planned, and numerate. Kate Walton has taught at both the elementary and middle school levels for twelve years. Although Kate's primary passion and expertise is with language arts, she feels Numeracy transcends and is, at its very core, deep, logical thinking, which she has always encouraged in her classroom. She believes that a well crafted lesson and a healthy obsession with creativity are the keys to inspiring students to think deeply. Currently, she coaches teachers and conducts original professional development days on best practices.

Reviews

"Teaching Numeracy is refreshing and unique. Written in a conversational tone, every teacher will at some point see themselves or their classroom situation discussed in this book. It is a well-organized "filing cabinet" of research, methods, activities, suggestions, and lesson plans that align well with every elementary math curriculum." -- Kathleen Eross, Teacher "Much like the efforts undertaken in literacy, we must take students on a journey through the process of mathematics. Pearse and Walton have presented a book to help us develop depth of knowledge and understanding through the practical application of research-based best practices." -- Jeffrey Ryan, Assistant Superintendent "This book is for every math teacher who has ever been frustrated and confused about why many math students 'just don't get it'. Pearse and Walton have compiled clear, concise techniques in a straightforward approach to teaching math in the 21st century. Teaching Numeracy is a must-read, must-implement guide that teachers can utilize for every math lesson." -- Nancy Paterni, ESE Teacher "Teaching Numeracy is the book that all math teachers should get their hands on! The authors share their own classroom experiences in an easy-to-read, heartfelt way, and they give readers the opportunity to move from theory to practice the very next day. After reading this book, teachers will understand how to help students actually think through the math instead of just doing the math." -- Elizabeth Ann Moorcones, Educational Consultant "Margie Pearse and Katie Walton have given us a rich treasury of research-based best math practices. This resource is filled with new tools to enhance the skills of teachers at all grade levels. This book offers practical, engaging, numeracy strategies to support our struggling students, and sets the bar high for our advanced young mathematicians." -- Mary Dunwoody, Director of Secondary Curriculum and Professional Development "Higher math courses are considered gateway classes for students to achieve to higher levels. This excellent resource makes math accessible for all students and ties it all to best practices!" -- Rina F. Vassallo, Director of Teaching and Learning "This book gets to the heart of how students really learn, then connects that to mathematics. It provides teachers with practical strategies that will empower students and allow for long-term retention and application in mathematics classrooms." -- Noel Klimenko, Middle School Mathematics Specialist "This book removes any excuses for not making the changes we need to make in our approach to teaching math. It provides a rich and thorough meta-analysis of respected mathematical research to back up its case for a much-needed new focus in math instruction. And it provides the necessary tools to make it happen in real classrooms now." -- Judith A. Filkins, K-8 Math Curriculum Coordinator "This is a well-thought out book pulling in a wealth of materials on research and practical application in the math classroom at all levels. It is a must for every classroom teacher." -- JoAnn Hiatt, High School Mathematics teacher

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