Classroom-Ready Rich Algebra Tasks, Grades 6-12

Engaging Students in Doing Math
1. Auflage 2023
ISBN: 978-1-0718-8926-8
Verlag: SAGE Publications Inc

Buch, Englisch, 280 Seiten, Format (B × H): 214 mm x 276 mm, Gewicht: 712 g

Reihe: Corwin Mathematics Series

Stop algebra from being a mathematical gatekeeper. With rich math tasks, all students can succeed.

Every teacher strives to make instruction effective and interesting, yet traditional methods of teaching algebra are not working for many students! That’s a problem. But the answer isn’t to supplement the curriculum with random tasks. Classroom Ready-Rich Math Tasks for Grades 6-12 equips you with a cohesive solution--50+ mathematical tasks that are rich, research-based, standards-aligned, and classroom-tested. The tasks:

- Are organized into learning progressions that help all students make the leap from arithmetic to algebra

- Offer students interesting mathematics problems to think about and solve so math is investigative, interactive, and engaging

- Provide opportunities for you to connect new content to prior knowledge or focus on an underdeveloped concept

- Engage students in conceptual understanding, procedural practice, and problem solving through critical thinking and application

- Come with downloadable planning tools, student resource pages, and extension questions

- Include additional support for students who may be struggling

Every learner deserves opportunities to engage in meaningful, rigorous mathematics. And every teacher can develop mathematical thinking and reasoning abilities in students. Part of the bestselling series spanning elementary and middle school, Classroom-Ready Rich Algebra Tasks, Grades 6-12 is a powerful add-on to any core mathematics program at your school.

Autoren/Hrsg.

Dougherty, Barbara J.

Venenciano, Linda C.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

Foreword by Kevin Dykema
Preface
Acknowledgements
About the Authors
Part 1: GETTING STARTED WITH RICH ALGEBRA TASKS
Chapter 1: RICH ALGEBRA TASKS: WHAT ARE THEY, WHY ARE THEY VALUABLE, AND HOW DO I PLAN FOR IMPLEMENTATION?
Chapter 2: LAYING THE GROUNDWORK FOR TEACHING WITH RICH ALGEBRA TASKS
Chapter 3: IMPLEMENTING RICH ALGEBRA TASK LESSONS
Chapter 4: TASKS TO ESTABLISH MATHEMATICAL COMMUNITY
Part 2: RICH ALGEBRA TASKS
Chapter 5: RATIONAL NUMBER TASKS
Chapter 6: EXPRESSIONS TASKS
Chapter 7: EQUATIONS TASKS
Chapter 8: LINEAR AND NON-LINEAR RELATIONSHIP TASKS
Chapter 9: SYSTEMS OF EQUATIONS TASKS
Chapter 10: POLYNOMIAL AND RATIONAL EXPRESSIONS AND EQUATIONS TASKS
Chapter 11: Your Turn
Appendix A
References

Über Autor(innen)

Venenciano, Linda C.
Linda C. Venenciano is a professor in the School of Learning and Teaching at Pacific University, where she teaches and supports early childhood through high school preservice teachers in mathematics education. She is a former classroom teacher and has taught mathematics to students from first grade through undergraduate. She previously served as the interim director of the Curriculum Research & Development Group and as an associate professor of mathematics education at the University of Hawai‘i at Mãnoa. She is the author or coauthor of 21 peer-reviewed publications and 12 books. Linda is currently serving on the editorial board of Investigations in Mathematics Learning and has served as a program chair for the annual meeting of the Research Council on Mathematics Learning and as a guest editor for a special issue of Educational Studies in Mathematics.

Dougherty, Barbara J.
Barbara J. Dougherty is a former professor at the University of Hawai‘i where she was Director of the Curriculum Research & Development Group. Her research foci include determining ways to better support students who are struggling in mathematics and teaching algebra for understanding. She is the author or co-author of multiple publications including Assisting Students Struggling With Mathematics: Interventions in the Elementary grades and MPower: A Pathway to Understanding Algebra. Barbara was the co-chair of the joint NCTM/CEC task force and on the writing team of the NCTM/CEC joint position statement on Teaching Mathematics to Students with Learning Disabilities. She has been principal investigator or co-principal investigator of National Science Foundation and U. S. Department of Education grants that have provided funding to develop intervention modules for middle and high school and progress monitoring tools. She holds current teaching certifications in middle and high mathematics, and K-12 special education.