This book offers all you need to implement effective lessons whatever your expertise:BLObjectives and useful resources identified at the start so that you can plan aheadBLPractical support for the three-part lesson, including mental startersBLExercise commentary so you can differentiate effectively even within ability groupsBLCommon misconceptions highlighted so you can helpstudents overcome difficultiesBLLots of ideas for engaging activities and investigationsBLReference to materials on CD-ROM such as ICT activities, OHTs and homeworkBLLeading to the 6-8 tier of entry in the NC LeveltestsBLUnits in the Summer term help bridge to GCSE.

In this book, nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students. Compiling for the first time major research findings and practitioner experiences from Railside High School, the volume describes the evolution of a fundamentally different conception of learners and teaching. The chapters bring together research and reflection on teacher collaboration and professional community, student outcomes and mathematics classroom culture, reform curricula and pedagogy, and ongoing teacher development. Mathematics for Equity will be invaluable reading for teachers, schools, and districts interested in maintaining a focus on equity and improving student learning while making sense of the new demands of the Common Core State Standards. Book Features: Core principles of an equity-centered mathematics program. Examples of how to focus and organize the collaborative work of a math department to develop a shared pedagogy. Student experiences with an equity pedagogy that focuses on building perseverance, flexibility in thinking, and deep conceptual understanding. Connections between reconceptualizing learners and teaching, and achieving deep mathematics learning and equitable outcomes. Contributors include: Jo Boaler, Ilana Seidel Horn, Judith Warren Little, and Rachel Lotan. “Mathematics for Equity provides a kaleidoscopic view, in the voices of teachers, researchers, and students themselves, of one of the nation’s most ambitious and successful attempts at teaching mathematics for equity. It shows what it takes to create a climate that supports students and teachers in engaging in meaningful mathematical activity—and, alas, how vulnerable such environments are to the wrong kinds of ‘accountability.’ Read it and learn.” —Alan H. Schoenfeld, University of California at Berkeley “Want to fix what's wrong with mathematics instruction in your school? Read this book with your colleagues and do what it inspires you to do. Written by the brave teachers and former students who did it, as well as researchers.” —Phil Daro, writing team, Common Core Standards, Strategic Education Research Partnership

This latest book in the bestselling Mathematics Recovery® series gives mathematics educators a complete research-based framework for assessment, instruction and intervention in whole number arithmetic across grades K to 5. The integrated set of classroom tools includes: Nine carefully designed schedules of assessment tasks Nine models of learning progressions Ten teaching maps that guide the instructional progressions across key topics The book offers guidance on innovative video-based assessment, and an overview of principles of intervention instruction, giving you an integrated resource for supporting the children you teach. The Learning Framework in Number will be a useful guide for all primary and elementary school classroom teachers and assistants, and specialist teachers, including experienced Mathematics Recovery® instructors. The book will also be of significant interest to teacher educators and researchers.

Selected as the Michigan Council of Teachers of Mathematics winter book club book! Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.

"Kids love to move. But how do we harness all that kinetic energy effectively for math learning? In Math on the Move, Malke Rosenfeld shows how pairing math concepts and whole body movement creates opportunities for students to make sense of math in entirely new ways. Malke shares her experience creating dynamic learning environments by: exploring the use of the body as a thinking tool, highlighting mathematical ideas that are usefully explored with a moving body, providing a range of entry points for learning to facilitate a moving math classroom. ..."--Publisher description.

“This book highlights the essential relationship between lesson planning and key mathematical elements such as mastery and reasoning. The exemplification of ideas through useful classroom strategies gives the book a practical basis, as well as theoretical. I have no doubt that even experienced teachers will find this book enlightening and encourage them to re-evaluate elements of their practice.” Hayley Hands, Secondary PGCE Mathematics Lead, Newcastle University, UK “Developing Maths Lesson Planning and Frameworks provides much food for thought and includes many immediate ‘take aways’ to reflect on or try out. This book will help enhance any maths teacher's lesson planning, from the trainee teacher to the experienced practitioner.” Rose-Marie Rochester, Archimedes NE Maths Hub Lead/BHCET Director of Maths, UK Addressing the maths skills gap, Wang et al. propose a new method for maths lesson planning that harnesses the power of reasoning in mathematics teaching. Using a pedagogical approach called the Causal Connectivity Framework (CCF), this book helps teachers to support students in actively discovering the logical foundations upon which classroom activities are linked together. The authors have diverse expertise and experiences as maths teachers, teacher educators and researchers, and this alternative approach is the result of long-term collaboration aimed at building up successful maths lessons from the very first steps – lesson planning. Developing Maths Lesson Planning and Frameworks: •Offers practical advice within a theoretical framework •Ties in with UK National Curriculum requirements •Contains detailed practical examples and visual aids throughout Reasoning is a critical component of maths learning, making this essential reading for maths teachers and teacher trainees as they help students to achieve maths mastery. Linda Wang is Assistant Professor and PGCE secondary maths Lead at Durham University, UK. She is particularly interested in curriculum design at both secondary and lower primary level mathematics, and developing the educational impact partnership model to deliver Continuing Professional Development (CPD) to future-orientate Mathematics education. Chris Brown is Professor of Education at the University of Southampton, UK. His research interests include using Professional Learning Networks (PLNs) to promote the collaborative learning of teachers, as well as how research evidence can and should, but often doesn’t, aid the development of education policy and practice. Jeremy Dawson is Area Co-ordinator for the Advanced Maths Support Programme at Durham University, UK. He has worked in a variety of diverse school settings around North East England and has extensive experience of teaching mathematics from KS2-KS5, as well as contributing and assisting on gifted and talented programs for prospective university entrants.

Use a practical approach to teaching mathematics that integrates proven literacy strategies for effective instruction. This professional resource will help to maximize the impact of instruction through the use of whole-class instruction, small-group instruction, and Math Workshop. Incorporate ideas for using ongoing assessment to guide your instruction and increase student learning, and use hands-on, problem-solving experiences with small groups to encourage mathematical communication and discussion. Guided Math supports the College and Career Readiness and other state standards.

Each lesson plan contains everything you will need to teach the course including Framework Objectives & Medium Term Planning references, resources needed, starter and plenary ideas and links to Homework activities. The pack also features mappings to the Framework for teaching mathematics and the Medium Term Plan, National Curriculum/Framework planning grids.

Choosing to See: A Framework for Equity in the Math Classroom By Pamela Seda and Kyndall Brown Most of the top jobs for the future require students to have a strong foundational understanding of mathematics. Our failure to mathematically educate most students in general, and students of color in particular, is bad not only for these students individually but also for our society. In Choosing to See, Pamela Seda and Kyndall Brown offer a substantive, rigorous, and necessary set of interventions to move mathematics education toward greater equity, particularly in serving the needs of Black and Brown students, who are underrepresented and underserved as math scholars. The authors' thoughtful ICUCARE equity framework serves as a lens to help teachers see where they are achieving this alignment and where they are not. Through this lens, choosing to see means caring enough about what you see to act. It means accepting that every one of your students can be an expert given the opportunity. It means recognizing negative stereotypes about marginalized students and understanding their effects. It means knowing that your students have rich lives outside the classroom that can inform what you do inside the classroom. And it means recognizing and celebrating their human dimensions, so that all students' strengths, capabilities, and talents can grow. "A provocative and practical read! Seda and Brown remind us that equity is not a destination but a journey we take together with our students, their families, and our colleagues." DR. TRENA L. WILKERSON, professor, Department of Curriculum and Instruction, Baylor University, president, NCTM "It's one thing to embrace Standards for Mathematics Practices (SMP) but quite another to see the human potential of minoritized children and teach them in ways that ensure they actually succeed. The authors of this book share rich personal stories that not only help teachers to see their students but to also perceive who they are and what they can become." JACQUELINE LEONARD, professor of Mathematics Education, University of Wyoming "Choosing to See is the emotional and spiritual journey that all math educators need to embark on wholeheartedly. The book is a timely primer that takes the deep and complex issue of race and systemic bias in the mathematical experiences of Black students and presents them with unflinching clarity and candor." SUNIL SINGH, author of Pi of Life "This book helps close the gap between recognizing that we can do more to make math classrooms equitable and actually having a plan for how to do it. Pamela and Kyndall are respected leaders in the mathematics education community and help unpack the problems we may not be aware of as well as solutions for addressing them." ROBERT KAPLINSKY, author of Open Middle Math