Tracy writes, “Good math teaching begins with us.” With those six words, she invites you on a journey through this most magnificent book of stories and portraits…This book turns on its head the common misconception of mathematics as a black–and-white discipline and of being good at math as entailing ease, speed, and correctness. You will find it full of color, possibility, puzzles, and delight…Let yourself be drawn in.
Elham Kazemi, professor, math education, University of Washington
 
While mathematicians describe mathematics as playful, beautiful, creative, and captivating, many students describe math class as boring, stressful, useless, and humiliating. In Becoming the Math Teacher You Wish You’d Had, Tracy Zager helps teachers close this gap by making math class more like mathematics.
 
Tracy spent years with highly skilled math teachers in a diverse range of settings and grades. You’ll find this book jam-packed with new thinking from these vibrant classrooms. You’ll grapple with big ideas: How is taking risks inherent to mathematics? How do mathematicians balance intuition and proof? How can teachers value both productive mistakes and precision? You’ll also find dozens of practical teaching techniques you can try in your classroom right away—strategies to stimulate students to connect ideas; rich tasks that encourage students to wonder, generalize, conjecture, and persevere; routines to teach students how to collaborate.
 
All teachers can move toward increasingly authentic, delightful, robust mathematics teaching and learning for themselves and their students. This important book helps us develop instructional techniques that will make the math classes we teach so much better than the math classes we took.


Banish math anxiety and give students of all ages a clear roadmap to success

Mathematical Mindsets provides practical strategies and activities to help teachers and parents show all children, even those who are convinced that they are bad at math, that they can enjoy and succeed in math. Jo Boaler—Stanford researcher, professor of math education, and expert on math learning—has studied why students don't like math and often fail in math classes. She's followed thousands of students through middle and high schools to study how they learn and to find the most effective ways to unleash the math potential in all students.

There is a clear gap between what research has shown to work in teaching math and what happens in schools and at home. This book bridges that gap by turning research findings into practical activities and advice. Boaler translates Carol Dweck's concept of 'mindset' into math teaching and parenting strategies, showing how students can go from self-doubt to strong self-confidence, which is so important to math learning. Boaler reveals the steps that must be taken by schools and parents to improve math education for all. Mathematical Mindsets:

  • Explains how the brain processes mathematics learning

  • Reveals how to turn mistakes and struggles into valuable learning experiences

  • Provides examples of rich mathematical activities to replace rote learning

  • Explains ways to give students a positive math mindset

  • Gives examples of how assessment and grading policies need to change to support real understanding

Scores of students hate and fear math, so they end up leaving school without an understanding of basic mathematical concepts. Their evasion and departure hinders math-related pathways and STEM career opportunities. Research has shown very clear methods to change this phenomena, but the information has been confined to research journals—until now. Mathematical Mindsets provides a proven, practical roadmap to mathematics success for any student at any age.


This dynamic multimedia resource was created in response to the requests of teachers—those who want to implement number talks but are unsure of how to begin and those with experience who want more guidance in crafting purposeful problems. It supports teachers in understanding:

  • what a classroom number talk is;

  • how to follow students’ thinking and pose the right questions to build understanding;

  • how to prepare for and design purposeful number talks; and

  • how to develop fractional reasoning and strategies for operating with fractions, decimals, and percentages.

Number Talks supports the Common Core State Standards for Mathematics.
Video Clips
The online video clips provide a visual platform for teachers to reflect on their current practices and target essential understandings from their readings. The video clips feature number talks filmed in actual classrooms grades 3–6. Clips range from one to ten minutes in length with a total viewing time of approximately two hours. The resource includes reference tables to help you quickly and easily locate the video clips by chapter and grade level.
Reproducibles
More than 150 pages of user-friendly, reproducible area, set, and linear models from Chapters 4, 6, 7, and 8 are available. Reproducibles are sold separately. To learn more, visit mathsolutions.com/numbertalksfdp_reproducibles.


This dynamic multimedia resource was created in response to the requests of teachers—those who want to implement number talks but are unsure of how to begin and those with experience who want more guidance in crafting purposeful problems. It supports teachers in understanding:

  • what a classroom talk is;

  • how to follow students' thinking and pose the right questions to build understanding;

  • how to prepare for and design purposeful number talks; and

  • how to develop grade-level-specific strategies for the operations of addition, subtraction, multiplication, and division.

Number Talkssupports the Common Core State Standards for Mathematics.

Facilitator's Guide
While the book may be used as an independent resource, it is also structured to provide a framework for collaborative learning groups or to provide professional development opportunities through grade-level teams, individual schools, or districts. Chapter 9 serves as a facilitator's resource.

Streaming Video Clips
The online video clips provide a visual platform for teachers to reflect on their current practices and target essential understandings from their readings.

The video clips feature number talks filmed in actual classrooms, grades K, 2, 3, and 5, plus seven bonus tracks highlighting interviews with the author and teachers.Clips range from five to ten minutes in length with a total viewing time of approximately two hours. The resource includes reference tables to help you quickly and easily locate the video clips by chapter and grade level. All video clips can be viewed online using the key code found on page xxii.To learn more about video streaming access, visit mathsolutions.com/myvideos.

Reproducibles
More than 250 pages of user-friendly reproducible dot images and ten frames for grades K–2 from Chapter 4. Reproducibles are sold separately. To learn more, visit mathsolutions.com.


Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5

John A. Van de Walle, Karen S. Karp, LouAnn H. Lovin, and Jennifer M. Bay-Williams

Helping students make connections between mathematics and their worlds—and helping them feel empowered to use math in their lives—is the focus of this widely popular guide. Designed for classroom teachers, the book focuses on specific grade bands and includes information on creating an effective classroom environment, aligning teaching to various standards and practices, such as the Common Core State Standards and NCTM’s teaching practices, and engaging families. The first portion of the book addresses how to build a student-centered environment in which children can become mathematically proficient, while the second portion focuses on practical ways to teach important concepts in a student-centered fashion. The new edition features a corresponding Enhanced Pearson eText version with links to embedded videos, black-line masters, downloadable teacher resource and activity pages, lesson plans, activities correlated to the CCSS, and tables of common errors and misconceptions.


In our efforts to reform mathematics education, we've learned a tremendous amount about young students' strategies and the ways they construct knowledge, without fully understanding how to support such development over time. The Dutch do. So, funded by the National Science Foundation and ExxonMobil, Mathematics in the City was begun, a collaborative inservice project that pooled the best thinking from both countries. In Young Mathematicians at Work, Catherine Fosnot and Maarten Dolk reveal what they learned after several years of intensive study in numerous urban classrooms.

In this third volume in a series of three, Fosnot and Dolk focus on how children in grades 5-8 construct their knowledge of fractions, decimals, and percents. Their book:

  • describes and illustrates what it means to do and learn mathematics.

  • contrasts word problems with true problematic situations which support and enhance investigation and inquiry.

  • provides strategies to help teachers turn their classrooms into math workshops.

  • explores the cultural and historical development of fractions, decimals, and their equivalents and the ways in which children develop similar ideas and strategies.

  • defines and gives examples of modeling, noting the importance of context.

  • discusses calculation using number sense and the role of algorithms in computation instruction.

  • describes how to strengthen performance and portfolio assessment.

  • focuses on teachers as learners by encouraging them to see themselves as mathematicians.