國立虎尾科技大學 |

Teaching to the Math Common Core State Standards = Focus on Grade 5 to Grade 8 and Algebra 1 /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teaching to the Math Common Core State Standards/ by F. D. Rivera.
其他題名:	Focus on Grade 5 to Grade 8 and Algebra 1 /
作者:	Rivera, F. D.
面頁冊數:	X, 224 p.online resource. :
Contained By:	Springer Nature eBook
標題:	Education. -
電子資源:	https://doi.org/10.1007/978-94-6209-962-3
ISBN:	9789462099623

Teaching to the Math Common Core State Standards = Focus on Grade 5 to Grade 8 and Algebra 1 /
Rivera, F. D.

Teaching to the Math Common Core State StandardsFocus on Grade 5 to Grade 8 and Algebra 1 /[electronic resource] :by F. D. Rivera. - 1st ed. 2015. - X, 224 p.online resource.

This is a methods book for preservice middle level majors and beginning middle school teachers. It takes a very practical approach to learning to teach middle school mathematics in an emerging Age of the Common Core State Standards. The Common Core State Standards in Mathematics (CCSSM) is not meant to be “the” official mathematics curriculum; it was purposefully developed primarily to provide clear learning expectations of mathematics content that are appropriate at every grade level and to help prepare all students to be ready for college and the workplace. A quick glance at the Table of Contents in this book indicates a serious engagement with the recommended mathematics underlying the Grade 5 through Grade 8 and (traditional pathway) Algebra I portions of the CCSSM first, with issues in content-practice assessment, learning, teaching, and classroom management pursued next and in that order. In this book we explore what it means to teach to the CCSSM within an alignment mindset involving content-practice learning, teaching, and assessment. The Common Core state content standards, which pertain to mathematical knowledge, skills, and applications, have been carefully crafted so that they are teachable, learnable, coherent, fewer, clearer, and higher. The practice standards, which refer to institutionally valued mathematical actions, processes, and habits, have been conceptualized in ways that will hopefully encourage all middle school students to engage with the content standards more deeply than merely acquiring mathematical knowledge by rote and imitation. Thus, in the CCSSM, proficiency in content alone is not sufficient, and so does practice without content, which is limited. Content and practice are both equally important and, thus, must come together in teaching, learning, and assessment in order to support authentic mathematical understanding. This blended multisourced text is a “getting smart” book. It prepares preservice middle level majors and beginning middle school teachers to work within the realities of accountable pedagogy and to develop a proactive disposition that is capable of supporting all middle school students in order for them to experience growth in mathematical understanding that is necessary for high school and beyond, including future careers.

ISBN: 9789462099623

Standard No.: 10.1007/978-94-6209-962-3doiSubjects--Topical Terms:

555912
Education.

LC Class. No.: L1-991

Dewey Class. No.: 370

Teaching to the Math Common Core State Standards = Focus on Grade 5 to Grade 8 and Algebra 1 /
LDR:03503nam a22003495i 4500 001 960250
003 DE-He213
005 20200919141428.0
007 cr nn 008mamaa
008 201211s2015 ne | s |||| 0|eng d
020 $a 9789462099623 $9 978-94-6209-962-3
024 7 $a 10.1007/978-94-6209-962-3 $2 doi
035 $a 978-94-6209-962-3
050 4 $a L1-991
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
072 7 $a JN $2 thema
082 0 4 $a 370 $2 23
100 1 $a Rivera, F. D. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1024426
245 1 0 $a Teaching to the Math Common Core State Standards $h [electronic resource] : $b Focus on Grade 5 to Grade 8 and Algebra 1 / $c by F. D. Rivera.
250 $a 1st ed. 2015.
264 1 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2015.
300 $a X, 224 p. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
520 $a This is a methods book for preservice middle level majors and beginning middle school teachers. It takes a very practical approach to learning to teach middle school mathematics in an emerging Age of the Common Core State Standards. The Common Core State Standards in Mathematics (CCSSM) is not meant to be “the” official mathematics curriculum; it was purposefully developed primarily to provide clear learning expectations of mathematics content that are appropriate at every grade level and to help prepare all students to be ready for college and the workplace. A quick glance at the Table of Contents in this book indicates a serious engagement with the recommended mathematics underlying the Grade 5 through Grade 8 and (traditional pathway) Algebra I portions of the CCSSM first, with issues in content-practice assessment, learning, teaching, and classroom management pursued next and in that order. In this book we explore what it means to teach to the CCSSM within an alignment mindset involving content-practice learning, teaching, and assessment. The Common Core state content standards, which pertain to mathematical knowledge, skills, and applications, have been carefully crafted so that they are teachable, learnable, coherent, fewer, clearer, and higher. The practice standards, which refer to institutionally valued mathematical actions, processes, and habits, have been conceptualized in ways that will hopefully encourage all middle school students to engage with the content standards more deeply than merely acquiring mathematical knowledge by rote and imitation. Thus, in the CCSSM, proficiency in content alone is not sufficient, and so does practice without content, which is limited. Content and practice are both equally important and, thus, must come together in teaching, learning, and assessment in order to support authentic mathematical understanding. This blended multisourced text is a “getting smart” book. It prepares preservice middle level majors and beginning middle school teachers to work within the realities of accountable pedagogy and to develop a proactive disposition that is capable of supporting all middle school students in order for them to experience growth in mathematical understanding that is necessary for high school and beyond, including future careers.
650 0 $a Education. $3 555912
650 1 4 $a Education, general. $3 1068901
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-94-6209-962-3
912 $a ZDB-2-SHU
912 $a ZDB-2-SXED
950 $a Humanities, Social Sciences and Law (SpringerNature-11648)
950 $a Education (R0) (SpringerNature-43721)