Introduction

More documents

Recommendations

Info

Clements, D.H., Sarama, J., & DiBiase, A.-M. (Eds.) (2004). Engaging young childrenin mathematics: Standards for early childhood mathematics education. Mahwah, NJ:Erlbaum.Coates, G.D., & Stenmark, J.K. (1997). Family math for young children: Comparing.Berkeley: University of California.Cobb, P., Wood, T., & Yackel, E. (1991). Assessment of a problem-centered second-grademathematics project. Journal for Research in Education, 22(1), 3–29.Copley, J.V. (2000). The young child and mathematics. Washington, DC: NationalAssociation for the Education of Young Children.Dacey, L., & Eston, R. (1999). Growing mathematical ideas in kindergarten. Sausalito,CA: Math Solutions Publications.Dacey, L., & Eston, R. (2002). Show and tell. Sausalito, CA: Math Solutions Publications.Elementary Teachers’ Federation of Ontario. (2004). Making math happen in the junioryears. Toronto: Author.Epstein, J.L. (1991). Paths to partnership: What we can learn from federal, state,district, and school initiatives. Phi Delta Kappan, 72(5), 344–349.Expert Panel on Early Math in Ontario. (2003). Early math strategy: The report of theExpert Panel on Early Math in Ontario. Toronto: Ontario Ministry of Education.Expert Panel on Early Reading in Ontario. (2003). Early reading strategy: The report of theExpert Panel on Early Reading in Ontario. Toronto: Ontario Ministry of Education.Expert Panel on Literacy and Numeracy Instruction for Students With Special EducationNeeds. (2005). Education for all: The report of the Expert Panel on Literacy andNumeracy Instruction for Students With Special Needs, Kindergarten to Grade 6.Toronto: Ontario Ministry of Education.Expert Panel on Literacy in Grades 4 to 6 in Ontario. (2004). Literacy for learning: Thereport of the Expert Panel on Literacy in Grades 4 to 6 in Ontario. Toronto: OntarioMinistry of Education.Expert Panel on Mathematics in Grades 4 to 6 in Ontario. (2004). Teaching andlearning mathematics: The report of the Expert Panel on Mathematics in Grades 4 to 6in Ontario. Toronto: Ontario Ministry of Education.Fosnot, C.T., & Dolk, M. (2001). Young mathematicians at work: Constructing numbersense, addition, and subtraction. Portsmouth, NH: Heinemann.Fullan, Michael. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.Fullan, Michael. (2003). The moral imperative of school leadership. Thousand Oaks, CA:Corwin Press.Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic.Gibbs, J. (2000). Tribes: A new way of learning and being together. Sausalito, CA: CenterSource Systems.104 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 – Volume One
Ginsberg, H.P., Inoue, N., & Seo, K.-H. (1999). Young children doing mathematics.In J.V. Copley (Ed.), Mathematics in the early years (pp. 88–99). Reston, VA: NationalCouncil of Teachers of Mathematics.Glanfield, F., Bush, W.S., & Stenmark, J.K. (Eds.). (2003). Mathematics assessment:A practical handbook for Grades K–2. Reston, VA: National Council of Teachersof Mathematics.Greenes, C. (1999). Ready to learn: Developing young children’s mathematical powers.In J.V. Copley (Ed.), Mathematics in the early years (pp. 399–447). Reston, VA:National Council of Teachers of Mathematics.Halton District School Board. (2001). Junior math and information technology.Burlington, ON: Author.Halton District School Board. (2001). Primary math and information technology.Burlington, ON: Author.Halton District School Board. (2003). Literature for mathematics. Burlington, ON: Author.Halton District School Board Numeracy Team. (2001). Home connections: Primarygrades. Burlington, ON: Author.Henderson, A.T. (1988). Parents are a school’s best friends. Phi Delta Kappan, 70(2),148–153.Henderson, A.T., & Berla, N. (1994). A new generation of evidence: The family is criticalto student achievement. Washington, DC: Center for Law and Education.Hiebert, J.C., & Carpenter, T.P. (1992). Learning and teaching with understanding.In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning(pp. 65–97). New York: Macmillan.Hill, P., and Crévola, C. (1997). The literacy challenge in Australian primary schools.IARTV Seminar Series, No. 69.Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association forSupervision and Curriculum Development.Kamii, C. (1985). Young children reinvent arithmetic. New York: Teachers College Press,Columbia University.Kawartha Pine Ridge District School Board. (2000). Teaching and learning mathematics:A resource document for early years and formative years teachers (JK–3). Peterborough,ON: Author.Kilpatrick, J., & Swafford, J. (2003). Helping children learn mathematics. Washington,DC: National Academy Press.Kilpatrick, J., Swafford, J., & Findell, B. (Eds.) (2001). Adding it up: Helping childrenlearn mathematics. Washington, DC: National Academy Press.References 105
Page 9 and 10:
Belief 4: The teacher is the key to
Page 11 and 12:
Chapter 10 is devoted to the subjec
Page 13:
1.Achievingand SustainingImprovemen
Page 16 and 17:
Educators striving to achieve the c
Page 18 and 19:
In schools that successfully bring
Page 20 and 21:
• Intervention and special assist
Page 22 and 23:
Boards and schools have improvement
Page 24 and 25:
• assisting with team and individ
Page 26 and 27:
• incorporating current knowledge
Page 28 and 29:
• ascertaining the needs of staff
Page 30 and 31:
and reflect on their observations o
Page 32 and 33:
• hosting a family math event, em
Page 35 and 36:
Principles Underlying EffectiveMath
Page 37 and 38:
ideas through problem solving, comm
Page 39 and 40:
• working with concrete materials
Page 41 and 42:
In general, students first need to
Page 43 and 44:
Respect How Each Student LearnsTeac
Page 45 and 46:
Recognize the Importanceof Metacogn
Page 47 and 48:
DIVERSITY, EQUITY, AND STUDENT ACHI
Page 49 and 50:
A CHECKLIST FOR INCLUSIVE MATHEMATI
Page 51 and 52:
12. When I teach graphing, I ensure
Page 53 and 54:
Appendix 2-1: Accommodations and Mo
Page 55:
• Provide access to computers.•
Page 59 and 60:
Planning the MathematicsProgramPlan
Page 61 and 62:
document for mathematics and should
Page 63 and 64:
• How will I know when students h
Page 65 and 66: • How will I know when students h
Page 67 and 68: The following charts provide exampl
Page 69 and 70: Example: Daily Lesson in Mathematic
Page 71 and 72: Appendix 3-1: Long-Range Planning T
Page 73 and 74: Appendix 3-3: Unit Planning Templat
Page 75: 4.InstructionalApproachesChapter Co
Page 78 and 79: these terms are not the same in rea
Page 80 and 81: • asking questions that help stud
Page 82 and 83: • explaining their own mathematic
Page 84 and 85: The students’ activities during i
Page 86 and 87: Say: “Put 4 red counters in the f
Page 88 and 89: • You must use all the rods to ma
Page 90 and 91: Kilpatrick, J., & Swafford, J. (Eds
Page 92 and 93: Gavin, M.K., Belkin, L.P., Spinelli
Page 94 and 95: Tank, B., & Zolli, L. (2001). Teach
Page 96 and 97: Leadership ResourcesBurns, M. (Ed.)
Page 99 and 100: GlossaryNote: Words and phrases pri
Page 101 and 102: (a benchmark) and judging that a la
Page 103 and 104: cooperative learning structure. A p
Page 105 and 106: Step 2 - Adjust the estimate to ref
Page 107 and 108: materials. Learning activities that
Page 109 and 110: number sense. The ability to interp
Page 111 and 112: Research indicates that procedural
Page 113 and 114: subtrahend. In a subtraction questi
Page 115: ReferencesAdams, L., Waters, J., Ch
Page 119 and 120: Payne, J.N. (Ed.). (1990). Mathemat
show all

Introduction

Create successful ePaper yourself

Delete template?

Save as template?