Elementary and Middle School Mathematics guides both new and experienced teachers through a basic understanding of mathematics and problem solving, and encourages them to think about their own perceptions and misconceptions about mathematics. As well, it addresses potential pitfalls, and demonstrates how teachers can foster a favourable learning environment for their students.
KEY TOPICS:
Teaching and Learning Mathematics in the Twenty-First Century; Exploring What It Means to Know and Do Mathematics; Mathematical Inquiry through Rich Tasks and Classroom Discourse; Preparing to Teach and Planning for Mathematics Learning; Blending Teaching and Assessment; Teaching Mathematics for All Learners; Tools for Learning Mathematics; Developing Early Number Concepts and Number Sense; Developing Meanings for the Operations; Developing Basic Fact Fluency (Note: new chapter title); Developing Whole-Number Place Value Concepts; Developing Strategies for Addition and Subtraction Computation; Developing Strategies for Multiplication and Division Computation; Algebraic Thinking: Generalizations, Patterns, and Functions; Developing Fraction Concepts; Developing Strategies for Fraction Computation; Developing Concepts of Decimals and Percents; Ratios, Proportions, and Proportional Reasoning (Note: revised chapter title); Developing Measurement Concepts; Geometric Thinking and Geometric Concepts; Developing Concepts of Data Analysis; Exploring Concepts of Probability; Developing Concepts of Exponents, Integers, and Real Numbers
MARKET:
Appropriate for Mathematics Methods ( Elementary) courses.
The late John A. Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a leader in mathematics education who regularly offered professional development workshops for K―8 teachers in the United States and Canada focused on mathematics instruction that engaged students in mathematical reasoning and problem solving. He visited many classrooms and worked with teachers to implement student-centered math lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K―6 series and contributed to the original Pearson School mathematics program enVisionMATH. Additionally, John was very active in the National Council of Teachers of Mathematics (NCTM), writing book chapters and journal articles, serving on the board of directors, chairing the educational materials committee, and speaking at national and regional meetings.
Karen S. Karp is a professor of mathematics education at the University of Louisville (Kentucky). Prior to entering the field of teacher education she was an elementary school teacher in New York. Karen is the volume editor of Annual Perspectives in Mathematics Education: Using Research to Improve Instruction and is the co-author of Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K–Grade 2, Discovering Lessons for the Common Core State Standards in Grades K–5, and Putting Essential Understanding of Addition and Subtraction into Practice Pre-K–Grade 2. She is a former member of the board of directors for the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators. She continues to work in classrooms with teachers of students with disabilities.
Jennifer M. Bay-Williams is a mathematics educator at the University of Louisville (Kentucky). Jennifer taught elementary, middle, and high school in Missouri and in Peru, and continues to work in classrooms at all levels with students and with teachers. Jennifer has published many articles on teaching and learning in NCTM journals. She has also authored and co-authored numerous books, including Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K―Grade 2, Math and Literature: Grades 6―8, Math and Nonfiction: Grades 6―8, Navigating through Connections in Grades 6―8, and Mathematics Coaching: Resources and Tools for Coaches and Other Leaders. She is on the board of directors for the National Council of Teachers of Mathematics (NCTM) and previously served on the Board of Directors for TODOS: Equity for All and as secretary and president for the Association of Mathematics Teacher Educators (AMTE).
About the Contributor
Jonathan Wray is the technology contributor to Elementary and Middle School Mathematics, Teaching Developmentally (6th–9th editions). He is the instructional facilitator for Secondary Mathematics Curricular Programs in the Howard County Public School System. He is the president of the Association of Maryland Mathematics Teacher Educators (AMMTE) and past president of the Maryland Council of Teachers of Mathematics (MCTM) and serves as manager of the Elementary Mathematics Specialists and Teacher Leaders (ems&tl) Project.
He has been recognized for his expertise in infusing technology in mathematics teaching and was named an Outstanding Technology Leader in Education by the Maryland Society for Educational Technology (MSET). Jon is also actively engaged in the National Council of Teachers of Mathematics (NCTM), serving on the Emerging Issues and Executive Committees. He has served as a primary and intermediate grades classroom teacher, gifted/talented resource teacher, elementary mathematics specialist, curriculum and assessment developer, grant project manager, and educational consultant.
About the Canadian Author
Lynn M. McGarvey is a professor of mathematics education at the University of Alberta. Lynn’s research focuses on the mathematical reasoning of young children. She has written many articles for research and professional audiences, particularly on the topics of algebraic thinking, spatial reasoning, and patterning in the early years. She is a long-time member of NCTM and has served on a number of task forces and committees, including as editorial panel chair for Teaching Children Mathematics. She is a former junior high school teacher who now spends a considerable amount of time working with children and teachers in preschools and kindergartens. Lynn has taught mathematics curriculum and pedagogy courses to thousands of pre-service and in-service elementary teachers and has won multiple teaching awards for this work.
