Bøger udgivet af National Council of Teachers of Mathematics,U.S.

Explores the key concepts of middle school mathematics such as fractions, negative numbers, arithmetical operations, variables, the coordinate plane, and measurement formulas. The book also highlights the rarely examined notions of the tree of mathematics and language of mathematics.

With nine carefully described model projects, this book gives detailed examples of how much maths can be taught as part of engaging projects. Created with the elementary school grades in mind, these mathematics-focused units are classroom-tested and address the Common Core State Standards for Mathematics.

Celebrates the 'Goldilocks' charm of 100 - a number not too small, not too large, but just right to challenge students without intimidating them. It's used in myriad ways within the problems: as an exponent, product, area, or perimeter; a constant in an equation; the number of items in a series or sequence; or as a physical value.

Contains a carefully selected and adapted set of lessons from NCTM's Navigations series. Teachers of students in grades 3-5 can use these lessons to help their students to build on the foundation of their earlier education, expand their mathematical thinking into new areas, and advance in understanding and confidence.

Productive small-group work affords many opportunities for students to develop a deep understanding of mathematics. In S3D: Fostering and Improving Small-Group, Student-to-Student Discourse, classroom teachers will learn how to promote small-group discussions where students engage in rich tasks and advance their mathematical knowledge.

Recognises that the needs of young adolescents are different from elementary and high school-age students and that policies, practices, and issues must consider the unique needs of this student group. Read this book and find out why the status quo is unacceptable, what actions you can take to change it, and how to make a difference.

Presents twenty-nine cases, written by teachers describing real situations and actual student thinking in their classrooms, that provide the basis of each session's investigation of specific mathematical concepts and teaching strategies.

Presents a carefully selected and adapted set of lessons from NCTM's Navigations series. Teachers of PK-2 students can use these activities to engage their students in exploring, thinking, connecting, discussing, justifying, and advancing in their mathematical understanding and confidence.

Examines the current mindset and pedagogy that students with different learning needs encounter, and then offers strategies and practices to humanize the mathematics experience for these students.

What tasks can you offer - what questions can you ask - to determine what your students know or don't know-and move them forward in their thinking? This book focuses on the specialized pedagogical content knowledge that you need to teach number and numeration effectively in prekindergarten to grade 2.

Presents a compilation of 36 problem-based lessons that encourage students to engage in productive struggle and deep thinking. Students will be exposed to the tasks used on assessments, become more confident in solving them, and see how their problem-solving ability stacks up against other students.

Focuses on the specialized pedagogical content knowledge that you need to teach geometry and measurement effectively in grades 3-5. The authors demonstrate how to use this multifaceted knowledge to address the big ideas and essential understandings that students must develop for success with geometry and measurement.

Technology is playing an increasingly important role in the teaching and learning of mathematics at all levels. This publication reports on overviews of research and findings on the impact of technology. It furnishes a rich context in which to observe teachers in prekindergarten through grade 12 and teacher educators using technology to help their students better understand mathematics.

Former NCTM president Cathy Seeley offers welcome support for administrative leaders who are seeking to improve their maths programs. In this concise, highly readable book, Seeley presents an overview of what an effective program looks like and examples of actions to take to achieve that goal.

For students, becoming mathematical thinkers and problem solvers is an essential first step to achieving STEM success. In this brief but thought-provoking look at mathematics teaching, former NCTM president Cathy L. Seeley considers what it takes for each teacher to help every student become a mathematical thinker and problem solver.

The Measuring Space in One, Two, and Three Dimensions Casebook was developed as the key resource for participants' Developing Mathematical Ideas seminar experience. The thirty cases, written by teachers describing real situations and actual student thinking in their classrooms, provide the basis of each session's investigation of specific mathematical concepts and teaching strategies.

Provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The model - anticipating, monitoring, selecting, sequencing and connecting - focuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson.

Focuses on the challenges and possibilities of teaching and learning mathematics with Black, Indigenous, and Latinx students. Its chapters describe successful classroom methods for attending to the identities of both students and teachers, along with suggestions for professional development programs that embrace the entire community of learners.

Provides a conceptual approach that will encourage students learning algebra to employ a variety of thinking processes and strategies and, most importantly, will enable them to truly understand the concepts that underlie the problems they are solving. The book includes tasks focusing on algebraic expressions, equations, and functions, followed by tasks that integrate several mathematical concepts.

Provides elementary teachers with the opportunity to integrate lessons into their classroom that use mathematics to model financial literacy concepts and skills, while also using financial concepts and skills to appropriately model mathematics.

Focuses on using high quality children's books to create engaging and meaningful tasks that deepen mathematics learning for pre-K and elementary students. With the perspective of practice based on theory, the authors provide resources to help teachers develop knowledge for deciding why, when and how to incorporate children's literature effectively.

Presents twenty-eight cases, written by teachers describing real situations and actual student thinking in their classrooms, that provide the basis of each session's investigation of specific mathematical concepts and teaching strategies.

Focuses on misconceptions about variables, expressions, equations, and functions that students often bring to grades 6-8. The authors present tasks given to middle-grades students and examine sample responses to them to show how teachers can bring misconceptions to the surface.

Based on extensive research conducted by the authors, Reasoning and Sense Making in the Mathematics Classroom, Grades 3-5, is designed to help classroom teachers understand, monitor, and guide the development of students' reasoning and sense making about core ideas in elementary school mathematics.

Presents lively activities that dovetail with standards and research-based stages of development to support students' steady growth of understanding of measurement. This book includes 65 classroom-ready activities on measurement, along with a summary of learning goals, connections to children's literature, and ideas for extending beyond the activities.

Presents the efforts of a number of scholars to study a brief excerpt of teaching in fine detail. The scholars wrote separate analyses of a single, six minute video clip taken from a mathematics lesson being given in a third-grade classroom. Each chapter presents a different analysis of the clip followed by commentary on the various approaches that were taken in the reviews.