ERIC Number: ED495636
Record Type: Non-Journal
Publication Date: 2006-Sep-14
Reference Count: 0
What Successful Math Teachers Do, Grades PreK-5: 47 Research-Based Strategies for the Standards-Based Classroom
Wall, Edward S.; Posamentier, Alfred S.
This easy-to-navigate guide offers research-based teaching strategies for introducing prekindergarten and elementary school students to the content and skills recommended by the NCTM principles and standards for mathematics. Using the popular format of the "What Successful Teachers Do" books, the authors present 47 dynamic learning activities, each including: a concise statement of the teaching strategy; research-based validations for the strategy; how the strategy aligns with NCTM standards; grade-specific classroom applications and vignettes; precautions and possible pitfalls; primary sources for further reading. This insightful resource allows teachers to increase students' confidence in math-and their enthusiasm-with practical and engaging activities, while responding effectively to NCTM standards. The book divides into ten sections. Under each section are the 47 teaching strategies targeted for grades preK-2 and grades 3-5. The sections are: (1) Numbers and Operations; (2) Algebra; (3) Geometry; (4) Measurement; (5) Data Analysis and Probability; (6) Problem Solving; (7) Reasoning and Proof; (8) Communication; (9) Connections; and (10) Representation. Also included are a prologue; epilogue; and an index.
Descriptors: Teaching Methods, Probability, Mathematics Teachers, Elementary School Students, Data Analysis, Grades (Scholastic), Academic Standards, Preschool Education, Mathematics Instruction, Learning Activities, Algebra, Numbers, Geometry, Problem Solving
Corwin Press, A SAGE Publications Company. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://www.corwinpress.com
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Education; Preschool Education
Authoring Institution: N/A