Whole Class Mathematics Discussions: Improving In-Depth Mathematical Thinking and Learning

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9780132117333: Whole Class Mathematics Discussions: Improving In-Depth Mathematical Thinking and Learning
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NCTM standards and the Common Core standards emphasize communication as an integral part of how students should learn mathematics. This book provides a comprehensive approach to facilitating whole class math discussions and addresses how to set up a classroom, cultivate classroom routines, plan for instruction, facilitate discussions, and assess for future improvement. Reflective questions throughout the book enable teachers to develop professionally and support formal workshop or book study experiences. The accompanying PDToolkit website offers video clips from five real classrooms which illustrate whole class math discussions in action,  teacher and student interviews, and chapter PPTs for professional development sessions.

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Whole Class Mathematics Discussions: Improving In-Depth Mathematical Thinking and Learning

Teruni Lamberg

 

 

Filled with research-based ideas, practical strategies and tools; this book and the accompanying PDToolkit website supports teachers in facilitating effective whole class discussions to enhance K-8 students' mathematical understanding.

 

NCTM standards and the Common Core standards emphasize communication as an integral part of how students should learn mathematics. This book provides a comprehensive approach to whole class math discussion and addresses how to set up a classroom, cultivate classroom routines, plan for instruction, facilitate discussions, and assess for future improvement. Reflective questions throughout the book enable teachers to develop professionally and support formal workshop or book study experiences. The accompanying PDToolkit website offers video clips from five real classrooms which illustrate whole class math discussions in action,  teacher and student interviews, and chapter PPTs for professional development sessions.

 

 

“A great resource on how to develop rich math-talk with students.”

- Mona Toncheff, Math Content Specialist, Phoenix Union High School District, Phoenix, AZ

 

 

“This book is appealing because it conveys the idea that classroom discussions don’t just happen. It requires careful planning, thoughtful reflection of what the mathematical big ideas are that you want to have students discover throughout the discussion.”

- Kristi Anderson, K-5 Math Instructional Facilitator, Lake Hamilton School District, Pearcy, AR

 

 

Teruni Lamberg is an Associate Professor of Elementary Education at the University of Nevada Reno. She teaches graduate and undergraduate mathematics education courses and is currently Principal Investigator and director of the Lemelson Foundations’ Math and Science Master’s Cohort Program. A former elementary teacher, she received her doctorate from Arizona State University and completed her Post Doctorate work at Vanderbilt University.

 

About the Author:

Teruni Lamberg is an Associate Professor of Elementary Education at the University of Nevada Reno. She teaches graduate and undergraduate mathematics education courses and is currently Principal Investigator and director of the Lemelson Foundations’ Math and Science Master’s Cohort Program. A former elementary teacher, she received her doctorate from Arizona State University and completed her Post Doctorate work at Vanderbilt University.

 

Lamberg was the Principal Investigator of the Northeastern Nevada Mathematics Project that was identified by the U.S department of Education as “model project”, as well as the former Chair of the Psychology of Mathematics Education-Northern American Chapter. Additionally, she serves on the board of the Nevada Math Council, works extensively with teachers across the county to support their mathematical teaching, is a frequent speaker at national and international educational conferences, and has published numerous articles on how children learn math and also on teacher learning.  Lamberg co-edited the Psychology of Mathematics Education Northern American Chapter Proceedings in 2007 and co- editor of the 2011 Proceedings. Her research interests include children’s mathematical thinking, teacher education and technology in education.

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