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Using strengths-based approaches to support development in mathematics It’s time to re-imagine what’s possible and celebrate the brilliance multilingual learners bring to today’s classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners—historically called English Language Learners—are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor. Based on best practices and the authors’ years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find: • A focus on multilingual students as leaders • A strength-based approach that draws on students’ life experiences and cultural backgrounds • An emphasis on maintaining high expectations for learners’ capacity for mastering rigorous content • Strategies for representing concepts in different formats • Stop and Think questions throughout and reflection questions at the end of each chapter • Try It! Implementation activities, student work examples, and classroom transcripts With case studies and activities that provide a solid foundation for teachers’ growth and exploration, this groundbreaking book will help teachers and teacher educators engage in meaningful, humanized mathematics instruction.
All students face struggle, and they should—it is how they learn and grow. The teacher’s job is not to remove struggle, but rather to value and harness it, helping students develop good habits of productive struggle. But what’s missing for many educators is an action plan for how to achieve this, especially when it comes to math. This book guides teachers through six specific actions—including valuing, fostering, building, planning, supporting, and reflecting on struggle—to create a game plan for overcoming obstacles by sharing · Actionable steps, activities, and tools for implementation · Instructional tasks representative of each grade level · Real-world examples showcasing classroom photos and student work
The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) study. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond—trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. SEMINAL specifically studies the change mechanisms that allow postsecondary institutions to incorporate and sustain active learning in Precalculus to Calculus 2 learning environments. Out of the approximately 2.5 million students enrolled in collegiate mathematics courses each year, over 90% are enrolled in Precalculus to Calculus 2 courses. Forty-four percent of mathematics departments think active learning mathematics strategies are important for Precalculus to Calculus 2 courses, but only 15 percnt state that they are very successful at implementing them. Therefore, insights into the following research question will help with institutional transformations: What conditions, strategies, interventions and actions at the departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of active learning in the undergraduate calculus sequence (Precalculus to Calculus 2) across varied institutions?
What can you do with a degree in math? This book addresses this question with 125 career profiles written by people with degrees and backgrounds in mathematics. With job titles ranging from sports analyst to science writer to inventory specialist to CEO, the volume provides ample evidence that one really can do nearly anything with a degree in mathematics. These professionals share how their mathematical education shaped their career choices and how mathematics, or the skills acquired in a mathematics education, is used in their daily work. The degrees earned by the authors profiled here are a good mix of bachelors, masters, and PhDs. With 114 completely new profiles since the third edition, the careers featured within accurately reflect current trends in the job market. College mathematics faculty, high school teachers, and career counselors will all find this a useful resource. Career centers, mathematics departments, and student lounges should have a copy available for student browsing. In addition to the career profiles, the volume contains essays from career counseling professionals on the topics of job-searching, interviewing, and applying to graduate school.
Detailed plans for helping elementary students experience deep mathematical learning Do you work tirelessly to make your math lessons meaningful, challenging, accessible, and engaging? Do you spend hours you don’t have searching for, adapting, and creating tasks to provide rich experiences for your students that supplement your mathematics curriculum? Help has arrived! Classroom Ready-Rich Math Tasks for Grades 4-5 details more than 50 research- and standards-aligned, high-cognitive-demand tasks that will have your students doing deep-problem-based learning. These ready-to-implement, engaging tasks connect skills, concepts and practices, while encouraging students to reason, problem-solve, discuss, explore multiple solution pathways, connect multiple representations, and justify their thinking. They help students monitor their own thinking and connect the mathematics they know to new situations. In other words, these tasks allow students to truly do mathematics! Written with a strengths-based lens and an attentiveness to all students, this guide includes: • Complete task-based lessons, referencing mathematics standards and practices, vocabulary, and materials • Downloadable planning tools, student resource pages, and thoughtful questions, and formative assessment prompts • Guidance on preparing, launching, facilitating, and reflecting on each task • Notes on access and equity, focusing on students’ strengths, productive struggle, and distance or alternative learning environments. With concluding guidance on adapting or creating additional rich tasks for your students, this guide will help you give all of your students the deepest, most enriching and engaging mathematics learning experience possible.
Scholars of all stripes are turning their attention to materials that represent enormous opportunities for the future of humanistic inquiry. The purpose of this book is to impart the concepts that underlie the mathematics they are likely to encounter and to unfold the notation in a way that removes that particular barrier completely. This book is a primer for developing the skills to enable humanist scholars to address complicated technical material with confidence. This book, to put it plainly, is concerned with the things that the author of a technical article knows, but isn't saying. Like any field, mathematics operates under a regime of shared assumptions, and it is our purpose to elucidate some of those assumptions for the newcomer. The individual subjects we tackle are (in order): logic and proof, discrete mathematics, abstract algebra, probability and statistics, calculus, and differential equations.
On becoming familiar with difference equations and their close re lation to differential equations, I was in hopes that the theory of difference equations could be brought completely abreast with that for ordinary differential equations. [HUGH L. TURRITTIN, My Mathematical Expectations, Springer Lecture Notes 312 (page 10), 1973] A major task of mathematics today is to harmonize the continuous and the discrete, to include them in one comprehensive mathematics, and to eliminate obscurity from both. [E. T. BELL, Men of Mathematics, Simon and Schuster, New York (page 13/14), 1937] The theory of time scales, which has recently received a lot of attention, was introduced by Stefan Hilger in his PhD thesis [159] in 1988 (supervised by Bernd Aulbach) in order to unify continuous and discrete analysis. This book is an intro duction to the study of dynamic equations on time scales. Many results concerning differential equations carryover quite easily to corresponding results for difference equations, while other results seem to be completely different in nature from their continuous counterparts. The study of dynamic equations on time scales reveals such discrepancies, and helps avoid proving results twice, once for differential equa tions and once for difference equations. The general idea is to prove a result for a dynamic equation where the domain of the unknown function is a so-called time scale, which is an arbitrary nonempty closed subset of the reals.
This book reports on an innovative study into the first five years of mathematics teaching: FIRSTMATH. For the first time, the study has developed a viable methodology to analyze the knowledge, skills, and dispositions of beginning mathematics teachers as well as instruments to explore the contexts where they work. The book provides a step by step account of this exploratory (proof-of-concept) research study, using a comparative and international approach, and introduces readers to the challenges entailed. The FIRSTMATH study promises the development of methods and strategies to make it possible for teacher educators and future teachers to examine (and improve on) their own practices in an important STEM area.
Max and his brothers drive to Shapeville and Count Town searching for problems, and are able to use their skills in arithmetic and sleuthing to help get things ready for a rocket launch.
Your guide to grow and learn as a math teacher! Let’s face it, teaching elementary math can be hard. So much about how we teach math today may look and feel different from how we learned it. Today, we recognize placing the student at the center of their learning increases engagement, motivation, and academic achievement soars. Teaching math in a student-centered way changes the role of the teacher from one who traditionally “delivers knowledge” to one who fosters thinking. Most importantly, we must ensure our practice gives each and every student the opportunity to learn, grow, and achieve at high levels, while providing opportunities to develop their agency and authority in the classroom which results in a positive math identity. Whether you are a brand new teacher or a veteran, if you find teaching math to be quite the challenge, this is the guide you want by your side. Designed for just-in-time learning and support, this practical resource gives you brief, actionable answers to your most pressing questions about teaching elementary math. Written by four experienced math educators representing diverse experiences, these authors offer the practical advice they wish they received years ago, from lessons they′ve learned over decades of practice, research, coaching, and through collaborating with teams, teachers and colleagues—especially new teachers—every day. Questions and answers are organized into five areas of effort that will help you most thrive in your elementary math classroom: 1. How do I build a positive math community? 2. How do I structure, organize, and manage my math class? 3. How do I engage my students in math? 4. How do I help my students talk about math? 5. How do I know what my students know and move them forward? Woven throughout, you′ll find helpful sidebar notes on fostering identity and agency; access and equity; teaching in different settings; and invaluable resources for deeper learning. The final question—Where do I go from here?— offers guidance for growing your practice over time. Strive to become the best math educator you can be; your students are counting on it! What will be your first step on the journey?