Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series)
Hattie, John; Fisher, Douglas; Frey, Nancy; Gojak, Linda M.; Moore, Sara Delano; Mellman, William
Langue : anglais
Edité par Corwin, 2016
- Livre broché
- Occasion
Vendeur : Wonder Book, Frederick, MD, Etats-UnisWonder Book
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Good condition. A copy that has been read but remains intact. May contain markings such as bookplates, stamps, limited notes and highlighting, or a few light stains.
N° de réf. du vendeur R13P-01264
- Titre
- Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series)
- Auteur
- Hattie, John; Fisher, Douglas; Frey, Nancy; Gojak, Linda M.; Moore, Sara Delano; Mellman, William
- Éditeur
- Corwin
- Année de publication
- 2016
- État de l'article
- Good
- Reliure
- Couverture souple
- Langue
- anglais
- ISBN à 10 chiffres
- 150636294X
- ISBN à 13 chiffres
- 9781506362946
- Série
- Livre 4 sur 60: Corwin Mathematics
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.
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À propos de l’auteur
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed teacher and leader in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning.
Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association's Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook.
Winner of the Presidential Award for Excellence in Science and Mathematics Teaching, Linda M. Gojak directed the Center for Mathematics and Science Education, Teaching, and Technology (CMSETT) at John Carroll University for 16 years. She has spent 28 years teaching elementary and middle school mathematics, and has served as the president of the National Council of Teachers of Mathematics (NCTM), the National Council of Supervisors of Mathematics (NCSM), and the Ohio Council of Teachers of Mathematics.
Sara Delano Moore is an independent mathematics education consultant at SDM Learning. A fourth-generation educator, her work focuses on helping teachers and students understand mathematics as a coherent and connected discipline through the power of deep understanding and multiple representations for learning. Sara has worked as a classroom teacher of mathematics and science in the elementary and middle grades, a mathematics teacher educator, Director of the Center for Middle School Academic Achievement for the Commonwealth of Kentucky, and Director of Mathematics & Science at ETA hand2mind. Her journal articles appear in Mathematics Teaching in the Middle School, Teaching Children Mathematics, Science & Children, and Science Scope.
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Wonder Book
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