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Kilpatrick, J., & Swafford, J. (Eds.). (2002). 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.Ma, L. (1999). Knowing and teaching elementary mathematics. Mahwah, NJ: Erlbaum.National Council of Teachers of Mathematics. (2000). Principles and standards forschool mathematics. Reston, VA: Author.Reys, R.E., Lindquist, M.M., Lambdin, D.V., Smith, N.L., & Suydam, M.N. (2003).Helping children learn mathematics (7th ed.). Hoboken, NJ: Wiley.Van de Walle, J.A. (2004). Elementary and middle school mathematics: Teaching developmentally(5th ed.). New York: Pearson Education.Van de Walle, J.A., & Folk, S. (2005). Elementary and middle school mathematics:Teaching developmentally (Canadian edition). New York: Longman.Specific Content/Strand ResourcesBurns, M. (1989). A collection of math lessons from Grades 3 through 6. New York:Math Solutions PublicationsBurns, M. (1989). 50 problem-solving lessons. New York: Math Solutions Publications.Burns, M. (1991). Math by all means: Multiplication, Grade 3. Sausalito, CA: MathSolutions Publications.Burns, M. (1994). Math by all means: Place value, Grades 1–2. Sausalito, CA: MathSolutions Publications.Burns, M. (1995) Math by all means: Probability, Grades 3–4. New York: MathSolutions Publications.Burns, M. (2001). Teaching arithmetic: Lessons for introducing fractions, Grades 4–5.Sausalito, CA: Math Solutions Publications.Burns, M. (2001). Teaching arithmetic: Lessons for introducing multiplication, Grade 3.Sausalito, CA: Math Solutions Publications.Burns, M. (2003). Teaching arithmetic: Lessons for extending fractions, Grade 5.Sausalito, CA: Math Solutions Publications.Burns, M. (2003). Teaching arithmetic: Lessons for multiplying and dividing fractions,Grades 5–6. Sausalito, CA: Math Solutions Publications.Burns, M., & Humphreys, C. (1990). A collection of math lessons from Grades 6through 8. New York: Math Solutions Publications.78 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 – Volume One
Carpenter, T.P., Fennema, E., Loef Franke, M., Levi, L., & Empson, S.B. (1999).Children’s mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann.Carpenter, T.P., Loef Franke, M., & Levi, L. (2003). Thinking mathematically: Integratingarithmetic and algebra in elementary school. Portsmouth, NH: Heinemann.Cavanagh, M., Dacey, L., Findell, C.R., Greenes, C.E., Sheffield, L.J., & Small, M.(2004). Navigating through number and operations in Prekindergarten–Grade 2. Reston,VA: National Council of Teachers of Mathematics.Chapin, S., Koziol, A., MacPherson, J., & Rezba, C. (2003). Navigating through dataanalysis and probability in Grades 3–5. Reston, VA: National Council of Teachers ofMathematics.Confer, C. (1994). Math by all means: Geometry, Grades 1–2. Sausalito, CA: MathSolutions Publications.Cuevas, G.J., & Yeatts, K. (2001). Navigating through algebra in Grades 3–5. Reston,VA: National Council of Teachers of Mathematics.Dacey, L., Cavanagh, M., Findell, C.R., Greenes, C.E., Sheffield, L.J., & Small, M.(2003). Navigating through measurement in Prekindergarten–Grade 2. Reston, VA:National Council of Teachers of Mathematics.De Francisco, C., & Burns, M. (2002). Teaching arithmetic: Lessons for decimals andpercents, Grades 5–6. Sausalito, CA: Math Solutions Publications.Erickson, T. (1989). Get it together: Math problems for groups, Grades 4–12 (11th ed.).Berkeley: University of California.Findell, C.R., Cavanagh, M., Dacey, L., Greenes, C.E., Sheffield, L.J., & Small, M.(2004). Navigating through problem solving and reasoning in Grade 1. Reston, VA:National Council of Teachers of Mathematics.Findell, C.R., Small, M., Cavanagh, M., Dacey, L., Greenes, C.E., & Sheffield, L.J.(2001). Navigating through geometry in Prekindergarten–Grade 2. Reston, VA: NationalCouncil of Teachers of Mathematics.Fosnot, C.T., & Dolk, M. (2001). Young mathematicians at work: Constructing multiplicationand division. Portsmouth, NH: Heinemann.Fosnot, C.T., & Dolk, M. (2001). Young mathematicians at work: Constructing numbersense, addition, and subtraction. Portsmouth, NH: Heinemann.Fosnot, C.T., & Dolk, M. (2002). Young mathematicians at work: Constructing fractions,decimals, and percents. Portsmouth, NH: Heinemann.Friel, S., Rachlin, S., & Doyle, D. (2001). Navigating through algebra in Grades 6–8.Reston, VA: National Council of Teachers of Mathematics.Professional Resources 79
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Belief 4: The teacher is the key to
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Chapter 10 is devoted to the subjec
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1.Achievingand SustainingImprovemen
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Educators striving to achieve the c
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In schools that successfully bring
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• Intervention and special assist
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Boards and schools have improvement
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• assisting with team and individ
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• incorporating current knowledge
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• ascertaining the needs of staff
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and reflect on their observations o
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• hosting a family math event, em
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Principles Underlying EffectiveMath
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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 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 and 116: ReferencesAdams, L., Waters, J., Ch
Page 117 and 118: Ginsberg, H.P., Inoue, N., & Seo, K
Page 119 and 120: Payne, J.N. (Ed.). (1990). Mathemat
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