Sie sind bereits eingeloggt. Klicken Sie auf 2. tolino select Abo, um fortzufahren.
Bitte loggen Sie sich zunächst in Ihr Kundenkonto ein oder registrieren Sie sich bei bücher.de, um das eBook-Abo tolino select nutzen zu können.
In this country we have done a poor job of helping students come to see the wonder, beauty and power of mathematics. Standards can be brought into the picture, but unless we think about what it means to truly engage students in mathematics we will continue to be unsuccessful. The goal of this book is to begin to change the way students experience mathematics in the middle and high school classrooms. In this book you will find a theoretical basis for this approach to teaching mathematics, multiple guides and questions for teachers to think about in relation to their everyday teaching, and over…mehr
In this country we have done a poor job of helping students come to see the wonder, beauty and power of mathematics. Standards can be brought into the picture, but unless we think about what it means to truly engage students in mathematics we will continue to be unsuccessful. The goal of this book is to begin to change the way students experience mathematics in the middle and high school classrooms. In this book you will find a theoretical basis for this approach to teaching mathematics, multiple guides and questions for teachers to think about in relation to their everyday teaching, and over 30 examples of problems, lessons, tasks, and projects that been used effectively with urban students.
Die Herstellerinformationen sind derzeit nicht verfügbar.
Autorenporträt
By Jonathan D. Katz
Inhaltsangabe
Preface Introduction What Will You Find in This Book Chapter 1: An Explanation of the ISA Approach to Teaching and Learning Mathematics Introduction A Vision of Mathematics in an ISA Classroom Guide To Creating a Vision and Four-Year Plan ISA Mathematics Rubric Indicators of Teacher Instructional Practices That Elicit Student Mathematical Thinking Indicators of Student Demonstration of Mathematical Thinking Chapter 2: A Guide to Teaching and Learning Mathematics Using the Five Dimensions of the ISA Rubric Introduction Dimension 1: Problem Solving Problem Solving Definition and Overview Teaching Idea #1: Choosing the Appropriate Problem Teaching Idea #2A: Use Problems with Multiple Strategies Teaching Idea #2B: Selecting an Appropriate Strategy Teaching Idea #3: Value Process and Answer Teaching Idea #4: Answer Student Questions to Foster Understanding Teaching Idea #5: Error as a Tool for Inquiry Teaching Idea #6: Students Create Their Own Problems Dimension II: Reasoning and Proof Reasoning and Proof Definitions and Overview Teaching Idea #1: Conjecturing Teaching Idea #2: Evidence and Proof Teaching Idea #3: Metacognition Dimension III: Communication Communication Definition and Overview Teaching Idea #1: Writing in Journals Teaching Idea #2: Writing in Problems and Projects Teaching Idea #3: Oral Communication Dimension IV: Connections Connections Definition and OverviewX Teaching Idea #1: There Are Common Structures That Bind Together the Multiple Ideas of Mathematics Teaching Idea #2: The History of Mathematics Helps Students Make Sense of and Appreciate Mathematics Teaching Idea #3: Using Contextual Problems That Are Meaningful to Students Dimension V: Representation Representation Definition and Overview Teaching Idea #1A: Learning to Abstract - Moving from Arithmetic to Algebra Teaching Idea #1B: Learning to Abstract - Use Examples of Physical Structures Teaching Idea #2: Making Sense of Confusion to Solve Problems Teaching Idea #3: Interpreting and Explaining Teaching Idea #4A: Mathematical Modeling - Modeling Mathematical Ideas and Real World Situations Teaching Idea #4B: Mathematical Modeling - Projects of the World That Use Rich Mathematics Chapter 3: Problems, Investigations, Lessons, Projects, and Performance Tasks Introduction Example 1: Display Dilemma Problem - Using Multiple Strategies / Looking for Patterns Example 2: Shakira's Number - Valuing Process Example 3: Crossing the River - Valuing Process Example 4: Checker Board Problem - Simplifying the Problem Example 5: When Can I Divide? - Using Errors as a Tool of Inquiry Example 6: Creating a Mathematical Situation: Three Examples - Students Create Their Own Problems Example 7: The Game of 27 - Reasoning and Conjecturing Example 8: The String Problem - Conjecturing Example 9: Congruence and Similarity - Conjecturing and Proof Example 10: The Race - Metacognition on Multiple Strategies Example 11: Murder Mystery - Evidence and Proof Example 12: The Locker Problem - Metacognition Example 13: Gaming the Dice - Writing in Problems Example 14: Does Penelope Crash Into Mars? - Problems Are Meaningful to Students Example 15: Consecutive Sums Problem - Patterns and Conjecturing Example 16: Activity to Lead to Definition and Multiple Representations of a Function - Structures in Mathematics Example 17: The Pythagorean Triplets - The History of Mathematics Example 18: Laws of Exponents - Moving From Arithmetic to Algebra Example 19: Working with Variables - Learning to Abstract: Moving from Arithmetic to Algebra Example 20: Models of the Seagram Building - Use of Physical Structures Example 21: How Tall Is Your School Building? - Use of Physical Structures Example 22: Model Suspension Bridge Project - Modeling Real World Situations Example 23: Shoe Size Problem - Modeling Real World Situations Example 24: The Peg Game - Using Games to Understand Mathematics Example 25: Concentration of Medication in a Patient's Blood Over Time - Modeling Using Real World Data Example 26: Marcella's Bagels - Working Backwards Example 27: What is normal? - Modeling Mathematical Ideas and Real World Situations Example 28: Can You Build the Most Efficient Container? - Mathematical Modeling Example 29: Salary Choice - Mathematical Modeling Example 30: Border Problem - Learning to Abstract: Moving from Arithmetic to Algebra Example 31: The Magical Exterior Angles - Encouraging the Use of Evidence and Proof in Daily Problem Solving Example 32: Creating a Fair Game - Projects of the World That Use Rich Mathematics Chapter 4: Various Guides for Teachers Introduction School Mathematics: A Self-Assessment What Does An Inquiry Process Look Like In Mathematics? How to Write an Inquiry Lesson Questions to Think About When Planning an Inquiry-Based Common Core Aligned Unit List of Questions to Think About When Writing a Mathematical Performance Task Guide to Writing an Inquiry Lesson Inquiry-Based Lesson Planning Template Big Ideas in Algebra Big Ideas in Geometry Big Ideas in Probability and Statistics Questions for Students to Ask Themselves When Solving a Problem An Inquiry Approach to Look at Student Work An Inquiry Approach to Look at a Teacher-Created Task, Activity, or Lesson Teacher's Perceptions Continuum Student's Perceptions Continuum School Mathematics: A Self-Assessment References
Preface Introduction What Will You Find in This Book Chapter 1: An Explanation of the ISA Approach to Teaching and Learning Mathematics Introduction A Vision of Mathematics in an ISA Classroom Guide To Creating a Vision and Four-Year Plan ISA Mathematics Rubric Indicators of Teacher Instructional Practices That Elicit Student Mathematical Thinking Indicators of Student Demonstration of Mathematical Thinking Chapter 2: A Guide to Teaching and Learning Mathematics Using the Five Dimensions of the ISA Rubric Introduction Dimension 1: Problem Solving Problem Solving Definition and Overview Teaching Idea #1: Choosing the Appropriate Problem Teaching Idea #2A: Use Problems with Multiple Strategies Teaching Idea #2B: Selecting an Appropriate Strategy Teaching Idea #3: Value Process and Answer Teaching Idea #4: Answer Student Questions to Foster Understanding Teaching Idea #5: Error as a Tool for Inquiry Teaching Idea #6: Students Create Their Own Problems Dimension II: Reasoning and Proof Reasoning and Proof Definitions and Overview Teaching Idea #1: Conjecturing Teaching Idea #2: Evidence and Proof Teaching Idea #3: Metacognition Dimension III: Communication Communication Definition and Overview Teaching Idea #1: Writing in Journals Teaching Idea #2: Writing in Problems and Projects Teaching Idea #3: Oral Communication Dimension IV: Connections Connections Definition and OverviewX Teaching Idea #1: There Are Common Structures That Bind Together the Multiple Ideas of Mathematics Teaching Idea #2: The History of Mathematics Helps Students Make Sense of and Appreciate Mathematics Teaching Idea #3: Using Contextual Problems That Are Meaningful to Students Dimension V: Representation Representation Definition and Overview Teaching Idea #1A: Learning to Abstract - Moving from Arithmetic to Algebra Teaching Idea #1B: Learning to Abstract - Use Examples of Physical Structures Teaching Idea #2: Making Sense of Confusion to Solve Problems Teaching Idea #3: Interpreting and Explaining Teaching Idea #4A: Mathematical Modeling - Modeling Mathematical Ideas and Real World Situations Teaching Idea #4B: Mathematical Modeling - Projects of the World That Use Rich Mathematics Chapter 3: Problems, Investigations, Lessons, Projects, and Performance Tasks Introduction Example 1: Display Dilemma Problem - Using Multiple Strategies / Looking for Patterns Example 2: Shakira's Number - Valuing Process Example 3: Crossing the River - Valuing Process Example 4: Checker Board Problem - Simplifying the Problem Example 5: When Can I Divide? - Using Errors as a Tool of Inquiry Example 6: Creating a Mathematical Situation: Three Examples - Students Create Their Own Problems Example 7: The Game of 27 - Reasoning and Conjecturing Example 8: The String Problem - Conjecturing Example 9: Congruence and Similarity - Conjecturing and Proof Example 10: The Race - Metacognition on Multiple Strategies Example 11: Murder Mystery - Evidence and Proof Example 12: The Locker Problem - Metacognition Example 13: Gaming the Dice - Writing in Problems Example 14: Does Penelope Crash Into Mars? - Problems Are Meaningful to Students Example 15: Consecutive Sums Problem - Patterns and Conjecturing Example 16: Activity to Lead to Definition and Multiple Representations of a Function - Structures in Mathematics Example 17: The Pythagorean Triplets - The History of Mathematics Example 18: Laws of Exponents - Moving From Arithmetic to Algebra Example 19: Working with Variables - Learning to Abstract: Moving from Arithmetic to Algebra Example 20: Models of the Seagram Building - Use of Physical Structures Example 21: How Tall Is Your School Building? - Use of Physical Structures Example 22: Model Suspension Bridge Project - Modeling Real World Situations Example 23: Shoe Size Problem - Modeling Real World Situations Example 24: The Peg Game - Using Games to Understand Mathematics Example 25: Concentration of Medication in a Patient's Blood Over Time - Modeling Using Real World Data Example 26: Marcella's Bagels - Working Backwards Example 27: What is normal? - Modeling Mathematical Ideas and Real World Situations Example 28: Can You Build the Most Efficient Container? - Mathematical Modeling Example 29: Salary Choice - Mathematical Modeling Example 30: Border Problem - Learning to Abstract: Moving from Arithmetic to Algebra Example 31: The Magical Exterior Angles - Encouraging the Use of Evidence and Proof in Daily Problem Solving Example 32: Creating a Fair Game - Projects of the World That Use Rich Mathematics Chapter 4: Various Guides for Teachers Introduction School Mathematics: A Self-Assessment What Does An Inquiry Process Look Like In Mathematics? How to Write an Inquiry Lesson Questions to Think About When Planning an Inquiry-Based Common Core Aligned Unit List of Questions to Think About When Writing a Mathematical Performance Task Guide to Writing an Inquiry Lesson Inquiry-Based Lesson Planning Template Big Ideas in Algebra Big Ideas in Geometry Big Ideas in Probability and Statistics Questions for Students to Ask Themselves When Solving a Problem An Inquiry Approach to Look at Student Work An Inquiry Approach to Look at a Teacher-Created Task, Activity, or Lesson Teacher's Perceptions Continuum Student's Perceptions Continuum School Mathematics: A Self-Assessment References
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
