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Tank, B., & Zolli, L. (2001). Teaching arithmetic: Lessons for addition and subtraction,Grades 2–3. Sausalito, CA: Math Solutions Publications.Wickett, M., & Burns, M. (2001). Teaching arithmetic: Lessons for extending multiplication,Grades 4–5. Sausalito, CA: Math Solutions Publications.Wickett, M., & Burns, M. (2002). Teaching arithmetic: Lessons for introducing placevalue, Grades 1–2. Sausalito, CA: Math Solutions Publications.Wickett, M., & Burns, M. (2003). Teaching arithmetic: Lessons for extending division,Grades 4–5. Sausalito, CA: Math Solutions Publications.Wickett, M., Kharas, K., & Burns, M. (2002). Lessons for algebraic thinking, Grades3–5. Sausalito, CA: Math Solutions Publications.Wickett, M., Ohanian, S., & Burns, M. (2002). Teaching arithmetic: Lessons forintroducing division, Grades 3–4. Sausalito, CA: Math Solutions Publications.Wright, R.J., Martland, J., & Stafford, A.K. (2000). Early numeracy: Assessment forteaching and intervention. London: Paul Chapman.Wright, R.J., Martland, J., Stafford, A.K., & Stanger, G. (2002). Teaching number:Advancing children’s skills and strategies. London: Paul Chapman.Yeatts, K.L., Battista, M., Mayberry, S., Thompson, D.R., & Zawojewski, J.S. (2004).Navigating through problem solving and reasoning in Grade 3. Reston, VA: NationalCouncil of Teachers of Mathematics.AssessmentBush, W.S. (Ed.). (2001). Mathematics assessment: Cases and discussion questions forGrades K–5. Reston, VA: National Council 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 Teachers ofMathematics.Stenmark, J.K., & Bush, W.S. (Eds.). (2001). Mathematics assessment: A practicalhandbook for Grades 3–5. Reston, VA: National Council of Teachers of Mathematics.Children’s LiteratureNote: A list of story books that link literature and mathematics can be found inAppendix 7-11.Bresser, R. (1995). Math and literature: Grades 4–6. New York: Math SolutionsPublications.Thiessen, D. (Ed.). (2004). Exploring mathematics through literature: Articles and lessonsfor Prekindergarten through Grade 8. Reston, VA: National Council of Teachers ofMathematics.82 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 – Volume One
Thiessen, D., Matthias, M., & Smith, J. (1998). The wonderful world of mathematics.Reston, VA: National Council of Teachers of Mathematics.Whitin, D.J., & Whitin, P. (2004). New visions for linking literature and mathematics.Urbana, IL: National Council of Teachers of English.Whitin, D.J., & Wilde, S. (1995). It’s the story that counts: More children’s books formathematical learning, K–6. Portsmouth, NH: Heinemann.CommunicationBurns, M. (1995). Writing in math class: A resource for Grades 2–8. Sausalito, CA:Math Solutions Publications.Dacey, L., & Eston, R. (2002). Show and tell. Sausalito, CA: Math SolutionsPublications.Chapin, S.H., O’Connor, C., & Anderson, N.C. (2003). Classroom discussions:Using math talk to help students learn, Grades 1–6. Sausalito, CA: Math SolutionsPublications.Sullivan, P., & Lilburn, P. (1997). Good questions for math teaching: Why ask them andwhat to ask, Grades K–6. Sausalito, CA: Math Solutions Publications.Whitin, P., & Whitin, D.J. (2000). Math is language too. Urbana, IL: National Councilof Teachers of English.Early YearsCopley, J.V. (Ed.). (1999). Mathematics in the early years. Reston, VA: National Councilof Teachers of Mathematics.Copley, J.V. (2000). The young child and mathematics. Washington, DC: NationalAssociation for the Education of Young Children.Jensen, R.J. (Ed.) (1993). Research ideas for the classroom: Early childhood mathematics.Reston, VA: National Council of Teachers of Mathematics.McCain, M.N., & Mustard, J.F. (1999). Reversing the real brain drain: Early years study,final report. Toronto: Publications Ontario.Mills, H., O’Keefe, T., & Whitin, D.J. (1996). Mathematics in the making: Authoringideas in primary classrooms. Portsmouth, NH: Heinemann.Payne, J.N. (Ed.). (1990). Mathematics for the young child. Reston, VA: NationalCouncil of Teachers of Mathematics.Schulman Dacey, L., & Eston, R. (1999). Growing mathematical ideas in kindergarten.Sausalito, CA: Math Solutions Publications.Professional Resources 83
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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
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• working with concrete materials
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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
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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
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Page 80 and 81: • asking questions that help stud
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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
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Page 92 and 93: Gavin, M.K., Belkin, L.P., Spinelli
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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