Making Sense of Mathematics for Teaching Grades 6–8

Making Sense of Mathematics for Teaching Grades 6–8

By: Edward C. Nolan, Juli K. Dixon, George J. Roy, Janet Andreasen

Explore strategies and techniques to effectively learn and teach mathematics concepts for grades 68 and provide all students with the precise, accurate information they need to achieve success.

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Format: Paperback

 

Making Sense of Mathematics for Teaching Grades 6–8

Develop a deep understanding of mathematics. This user-friendly resource presents grades 68 teachers with a logical progression of pedagogical actions, classroom norms, and collaborative teacher team efforts to increase their knowledge and improve mathematics instruction. Explore strategies and techniques to effectively learn and teach significant mathematics concepts and provide all students with the precise, accurate information they need to achieve academic success.

See the other books in the Making Sense of Mathematics for Teaching series

  • Access twelve exclusive videos that demonstrate how to teach students essential mathematics skills.
  • Explore how to develop, select, and modify mathematics tasks in order to balance cognitive demand and engage students.
  • Discover the three important norms to uphold in all mathematics classrooms.
  • Learn to apply the tasks, questioning, and evidence (TQE) process to ensure mathematics instruction is focused, coherent, and rigorous.
  • Gain clarity about the most productive progression of mathematical teaching and learning for grades 68.
  • Related Topics

    Instruction Mathematics


    Additional Information

    Product Code: BKF697

    ISBN: 9781942496458

    Published By: Solution Tree

    Page Count: 176

    “Making Sense of Mathematics for Teaching: Grades 6–8 is an excellent resource for a variety of professionals, including teachers, curriculum supervisors, and professional development providers. First, the book guides education professionals in ways that develop pedagogical content knowledge and build upon classroom-based teaching situations. Readers are often encouraged to reflect on mathematics concepts needed to support middle school students learning during classroom instruction. Second, there are numerous connections between mathematics topics described in the Standards for Mathematics Content and the Standards for Mathematical Practice. The authors link behaviors and habits described in the Standards for Mathematical Practice with practical applications. Third, readers are encouraged to think with, about, and through mathematical representations in every chapter. Thinking in this manner supports teachers to design and enact mathematics teaching that promotes equity and access for all learners. Making Sense of Mathematics for Teaching: Grades 6–8 engages the reader from start to finish on a journey of professional growth in mathematics education.”

    Jonathan D. Bostic, assistant professor of mathematics education, Bowling Green State University, Ohio

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