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Succeeding at Teaching Mathematics, K-6
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Succeeding at Teaching Mathematics, K-6



December 2007 | 136 pages | Corwin
For new primary and elementary school teachers responsible for teaching mathematics, Succeeding at Teaching Mathematics, K-6 will get them off to a great start. As math and testing standards have become more rigorous, many new teachers find this a challenging subject to teach.

This handbook answers the most pressing questions for novice teachers of math, including what to teach first and how to:

- Set up and secure materials

- Manage the math classroom

- Assess understanding

- Use the math text and when and why to set it aside

- Set up a grade book

- Use standardized test data

- Engage all students in learning math

This thorough resource includes sample letters to parents, classroom vignettes, math games for learning and assessment, and an overview of math standards and how they relate to real-life curriculum. Teachers will also find strategies for differentiating for all learners, tips for classroom management, procedures for math tasks and transitions, guidelines for the first day of school, and suggestions for the crucial first and last five minutes of every class. For the new teacher of math in a contained primary or elementary classroom and for the new specialized elementary math teacher, this book is invaluable - a must!

 
Acknowledgments
 
About the Authors
 
Introduction
 
1. A Glimpse at Mathematics Instruction
Two Illustrations

 
Success in Teaching Mathematics

 
Summary

 
 
2. Standards-Based Teaching
Why Do We Need Standards for Teaching Mathematics?

 
The National Council of Teachers of Mathematics Principles and Standards

 
State and District Standards for Teaching Mathematics

 
The Relationship Between Standards and Standards-Based Mathematics Textbooks

 
NCTM Curriculum Focal Points

 
Examples of Standards-Based Activities Involving Algebraic Thinking

 
Summary

 
 
3. Engaging Students in Learning Mathematics
What Is Engagement?

 
Engaging Learners in the Affective Domain

 
Affective Issues Related to Teaching and Learning Mathematics

 
Students Engaged in Learning Probability

 
Summary

 
 
4. Engagement Strategies for Special Populations
The Special Needs Learner

 
The Gifted Learner

 
The English Language Learner

 
Example of Engaging Learners in a Mathematics Classroom

 
Summary

 
 
5. Assessment
Developing Assessments: The Use of Backward Design

 
Types of Assessment

 
Rubrics

 
Grading and Assessment Schemes

 
Practical Ways of Assessing Throughout the Instructional Process

 
Tailoring Assessments for Special Populations

 
Data-Driven Instructional Practices

 
A Word About Standardized Tests

 
Summary

 
 
6. Putting It All Together
The Year at a Glance: Designing Your Curriculum

 
Making Connections Within Mathematics

 
Making Connections Across the Curriculum

 
Mathematical Connections Across Grades

 
Succeeding at Teaching Mathematics?and Loving It!

 
 
Appendix A
 
Appendix B
 
Appendix C
 
References
 
Index

"I wish I'd had this book when I began teaching years ago."

Beth Peters, Mathematics Education Consultant

"An excellent, concise book for novice mathematics teachers, with good ideas for experienced teachers as well."

Colleen Martin, Fifth-Grade Teacher
Wilder Waite Grade School, Peoria, IL

"Helps new educators handle classroom math challenges through examples of effective teaching methods for math."

The Bookwatch, June 2008
Midwest Book Review

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Julie A. Sliva Spitzer

Julie Sliva Spitzer brings a rich background in mathematics, technology, and special education. As an associate professor of mathematics education at San Jose State University, she teaches methods of mathematics instruction to aspiring educators and supervises their field experiences. Julie continues to enjoy inservice work with teachers Grades K–12. Julie’s research interests include studying teacher and student attitudes toward teaching and learning mathematics, and best practices for teaching mathematics to learners with special needs. She is a frequent presenter at the National Council of Teachers of Mathematics Annual Meetings, the... More About Author

Cheryl D. Roddick

Cheryl D. Roddick is an associate professor in the Department of Mathematics at San José State University. She currently teaches mathematics and mathematics methods courses to students in K-12 education. She also supervises field experiences for student teachers at the secondary level. Roddick’s research interests include the conceptual understanding of fractions and teacher change relative to teaching mathematics. She has presented her research in local as well as national mathematics education conferences. She also facilitates K-12 inservice activities with teachers in local school districts. More About Author

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