Teaching Numeracy: 9 Critical Habits to Ignite Mathematical Thinking

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Corwin Press, Mar 23, 2011 - Education - 240 pages
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Transform mathematics learning from “doing” to “thinking”

 

American students are losing ground in the global mathematical environment. What many of them lack is numeracy—the ability to think through the math and apply it outside of the classroom. Referencing the new common core and NCTM standards, the authors outline nine critical thinking habits that foster numeracy and show you how to:

 

  • Monitor and repair students’ understanding
  • Guide students to recognize patterns
  • Encourage questioning for understanding
  • Develop students’ mathematics vocabulary

 

Included are several numeracy-rich lesson plans, complete with clear directions and student handouts.

 

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User Review  - JRlibrary - LibraryThing

Takes reading strategies and applies them to learning math. Very easy to understand with some ideas you can use right away. Presents 8 habits; Monitor and Repair Understanding, Develop Schema and ... Read full review

Contents

Numeracy What Is It and Why Is It Important?
1
Part I The 9 Critical Habits to Ignite Numerate Thinking
7
Habit 1 Monitor and Repair Understanding
9
Habit 2 Develop Schema and Activate Background Knowledge
18
Habit 3 Identify Similarities and Differences Recognize Patterns Organize and Categorize Ideas Investigate Analogies and Metaphors
29
Habit 4 Represent Mathematics Nonlinguistically
36
Habit 5 Predict Infer Recognize Trends Use Patterns and Generate and Test Hypotheses
53
Habit 6 Question for Understanding
68
Component 1 Purpose and Focus
127
Component 2 Ignition
130
Component 3 Bridge to the Learning
137
Component 4 Gradual Release in Mathematics
149
Tying It All Together
168
Our Debrief
177
Sample NumeracyBased Lesson Plans
179
Anticipation Guide The 2010 Census
203

Using Note Taking and Journaling
79
Habit 8 Develop Vocabulary
102
Habit 9 Collaborate to Learn
117
Part II The 5 Essential Components of a NumeracyBased Mathematics Lesson
125
Clock Reproducible for Clock Partners
204
References and Further Reading
205
Index
216
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About the author (2011)

Margie Pearse has spent the past twenty-three years as an educator and researcher. Middle school is where she spent the majority of her teaching years, researching, experimenting and crafting lessons, but she also has extensive experience teaching at the elementary level as well. Her educational philosophy can be summed up as such, “Why NOT reinvent the wheel. Yesterday’s lessons will not suffice for students who need to succeed in tomorrow’s world. We need to meet them, not just where they are, but where they need to be. How can I push my students’ thinking for that to happen?” She currently coaches teachers and conducts original professional development days on how to transform instructional practices to become effective, well-planned, and numerate.

Kate Walton has taught at both the elementary and middle school levels for twelve years. Although Kate’s primary passion and expertise is with language arts, she feels Numeracy transcends and is, at its very core, deep, logical thinking, which she has always encouraged in her classroom. She believes that a well crafted lesson and a healthy obsession with creativity are the keys to inspiring students to think deeply. Currently, she coaches teachers and conducts original professional development days on best practices.

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