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What Successful Math Teachers Do, Grades 6-12 79 Research-Based Strategies for the Standards-Based Classroom

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ISBN-10: 1412916194

ISBN-13: 9781412916196

Edition: 2006

Authors: Alfred S. Posamentier, Daniel Jaye

List price: $36.95
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Using the popular format of the What Successful Teachers Do books, this new mathematics resource offers teachers 79 research-based teaching strategies for introducing students in secondary schools to maths.Each strategy offers the teacher:o A concise statement of the teaching strategyo A summary of the research base validating use of the strategyo Classroom applications for appropriate middle school and high school grade levelso Precautions and possible pitfallso A list of primary sources for further reading and researchThis research-based guide offers maths teachers a ready-to-use resource guide for professional development in mathematics as well as 79 state-of-the-art strategies designed…    
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Book details

List price: $36.95
Copyright year: 2006
Publisher: Corwin Press
Publication date: 11/18/2005
Binding: Paperback
Pages: 224
Size: 6.75" wide x 10.00" long x 0.50" tall
Weight: 0.880
Language: English

Alfred S. Posamentier is professor of mathematics education and dean of the School of Education at the City College of the City University of New York. He has authored and co-authored several resource books in mathematics education for Corwin Press.

About the Authors
Managing Your Classroom
Create your own support network as soon as you begin your first teaching job
Before beginning a lesson, put an outline of what you are going to cover on the blackboard
Make realistic time estimates when planning your lessons
Make classroom activities flow smoothly
Have "eyes in the back of your head" so you notice misbehavior at an early stage
Help students develop self-control to enhance their thinking and independence, as well as to ease your own workload
Do more than one thing at a time
Work directly with individual students as often as possible
Use classwide peer tutoring to help your students learn, whether or not they have learning disabilities
Encourage students to be mentally active while reading their textbooks
Avoid reacting emotionally when evaluating problematic situations in the classroom
Carefully select problems for use in cooperative learning groups
Encourage students to work cooperatively with other students
Use group problem solving to stimulate students to apply mathematical thinking skills
Use the Jigsaw Technique of cooperative learning as an interesting and effective way for students to learn
Enhancing Teaching Techniques
Find out about your students' motivation regarding mathematics, and use that knowledge to refine your instruction
When trying to determine how to motivate students' interest in mathematics, teachers should differentiate between personal and situational interest and use both forms to increase students' motivation to learn mathematics
Treat students in ways that reflect the belief that you have high expectations for their performance
Praise mistakes!
Call on students more frequently to promote their achievement
Make sure to pause for at least four seconds after listening to a student's communication before responding
Use questions for different and versatile functions in the classroom
Teachers should be tactical in their use of questions
Make a lesson more stimulating and interesting by varying the types of questions you ask students
Use a variety of sequences to ask questions
Use a variety of strategies to encourage students to ask questions about difficult assignments
Use a Question-Asking Checklist and an Evaluation Notebook to help students become better learners
Use school fundraising projects, such as students' selling candy, as the basis of mathematics lessons
Don't give students feedback on their performance too early
Use homework as a way of delving more deeply into important mathematical concepts and skills
When doing inquiry lessons, give students clearly written materials to guide the inquiry process
Facilitating Student Learning
Use inquiry-based learning in addition to problem-based learning
To reduce math anxiety, focus on both the thoughts and the emotions of the students
Adolescents need extended support to acquire the ability to visualize
Use graphic representations or illustrations to enhance students' memory while they are listening to you. Abstract representations such as flow charts are more effective than colorful pictures
Teach students to ask themselves questions about the problems/tasks they are working on
Teachers can help students learn to ask better questions
Give students the kind of feedback that will most help them improve their future performance
Help students understand their own thought processes and guide them in learning to think like mathematicians
Playing makes understanding mathematics easier and more fun
Select and carefully structure homework assignments so that they require the development of mathematical thinking and reasoning. Anticipate changes that might occur while students are working at home
Use homework assignments as opportunities for students to get practice and feedback on applying their mathematical knowledge and skills
Assign homework and other projects requiring students to write about connections between mathematics and other subjects
Consider whether a student's learning weakness might involve a deficiency in auditory perception
Complex exercises that give students freedom tend to fit the way older students learn
Emphasize higher-level thinking objectives in regular mathematics classes so that all students incorporate the features of enriched academic and honors classes
Use analogies to help students develop more valid conceptions
Assessing Student Progress
Feedback on practice is essential for improving student performance
Promptly give students information or feedback about their performance
Make sure students pay attention to the feedback you give them
Systematically incorporate review into your instructional plans, especially before beginning a new topic
Provide all students, especially students lacking confidence, with "formative assessments" to allow them additional opportunities to succeed in mathematics
Find out why students rate a mathematical task as difficult so you can increase the difficulty of exercises and tests more effectively
Increase your understanding of factors that affect students' attitudes before and after testing. You may be surprised!
Be aware of students' different levels of test anxiety as it relates to different subject areas, and use a variety of techniques to help them overcome their test anxiety
Do not assume that students accept responsibility for or agree with their bad grades on tests
If students do not follow your instructions and/or if their achievements do not fulfill your expectations, the cause may not be students' incompetence. It could be a result of your self-overestimation
Teaching Problem Solving
Get students to "think out loud" when solving problems
Have students study written model solutions to problems while learning and practicing problem solving
Encourage students to make mental pictures while applying rules to solve problems
Provide hints or clues or ask leading questions when students need help solving problems instead of giving them the answers. Gradually phase out this support so as to foster independent problem solving
Teach students to ask themselves questions about what they already know about a problem or task they are working on
Emphasize the general principles that underlie solving specific types of problems
Examine your students' knowledge of mathematics and use this information to write challenging word problems that they will enjoy solving
Structure teaching of mathematical concepts and skills around problems to be solved, using a problem-centered or problem-based approach to learning
Help students learn without relying on teacher-centered approaches. Give them carefully chosen sequences of worked-out examples and problems to solve
Students need time to practice planning their solutions to problems
Considering Social Aspects in Teaching Mathematics
Make multicultural connections in mathematics
Find out about your students' families and how their values and practices might affect students' attitudes and performance in mathematics
Reach out to parents to form a partnership for educating elementary and high school students
Inform parents that they should not let media reports about studies of other children change their views of their own children's abilities to be successful in mathematics
Some students do not think they have control over their academic successes and failures. Help these students recognize that they do have some control
Teach students, especially girls, to believe that success in mathematics results from their efforts
Give girls the same quantity and quality of teacher attention as boys
Make special efforts to encourage girls to study mathematics
Use different motivational strategies for girls and boys
Take into consideration how students view successful teachers and how this differs for girls and boys
Praise, encourage, and help your older students
Does grade skipping hurt mathematically talented students socially and emotionally? Don't worry about accelerating your talented students!
Resource. What the Authors Say: Enriching Instruction