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Teaching by Design in Elementary Mathematics, Grades K–1

By: Jennifer Stepanek, Melinda Leong, Linda Griffin, Lisa Lavelle

Strengthen your mathematics lessons through collaborative planning

Deeper content knowledge of important mathematical concepts
Improved understanding of how students learn these mathematical ideas
A stronger foundation for developing effective lessons
Enhanced collaboration skills

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Product Details

Grade Level: K-1
ISBN: 9781412987042
Published By: Corwin
Year: 2010
Page Count: 256
Publication date: June 07, 2012

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Description

Strengthen your mathematics lessons through collaborative planning

Teaching by Design in Elementary Mathematics is a series of comprehensive professional development guides that help teachers investigate how students learn. Grounded in the latest research, this book is one of three volumes focused on grade-appropriate number and operations topics aligned with the Common Core State Standards. The capstone activity of each book guides the group through the co-creation and implementation of a prototype lesson. The teacher teams then evaluate the impact of the lesson on student learning and work together to revise it for maximum effectiveness. Through the process, teachers develop:

Deeper content knowledge of important mathematical concepts
Improved understanding of how students learn these mathematical ideas
A stronger foundation for developing effective lessons and improving instruction
Enhanced collaboration skills

Each volume includes a large assortment of reproducible handouts as well as built-in facilitation notes. Teachers will also find helpful resources that address the issue of finding time for school-based professional development and teacher collaboration.

Key features

1) Designed to enhance teacher content knowledge as well as understanding of how students learn mathematical ideas.

(2) Congruent with the current knowledge base on effective professional development.

(3) Developing a prototype lesson – the capstone activity of the program -- provides teaching teams with insights about teaching and learning that can be applied to the development and delivery of future lessons

(4) Address the content topics in number and operations identified for each grade by the NCTM Curriculum Focal Points

(5) Each volume includes a large assortment of reproducible handouts as well as built-in facilitation notes.

Author(s)

Jennifer Stepanek

Jennifer Stepanek is a writer, editor, and researcher with Education Northwest in Portland, Oregon. She is the lead author of Leading Lesson Study: A Practical Guide for Teachers and Facilitators (2007), published by Corwin Press. Jennifer has worked with lesson study teams at a variety of sites in the Northwest to explore how teachers in the United States are adapting the Japanese model to fit their contexts and needs. Jennifer has written and edited a number of articles on lesson study and is also the co-author of An Invitation to Lesson Study, an electronic resource designed to help facilitators and other professional development providers introduce lesson study to others. Her previous projects include serving as the editor of Northwest Teacher, a math and science journal and writing publications for the It’s Just Good Teaching series—research-based monographs on mathematics and science teaching.

Melinda Leong

Melinda Leong has served as a Senior Program Advisor in the Mathematics Education Unit at Education Northwest since 2001. She has been providing leadership in designing effective professional development in mathematics learning, teaching, and assessment. Before joining Education Northwest, she worked with the New York City Board of Education in District 2 as a teacher and director for 11 years at the K–8 level. She was the founder and director of the Manhattan Academy of Technology in New York, a middle school focused on integrating technology into a three-year comprehensive and rigorous academic program. Leong holds a B.A. in education and American studies from Tufts University, an M.A. in elementary education from Hunter College at the City University of New York, an M.A. in administration and supervision from City College at the City University of New York, and a graduate certificate in middle school mathematics from Portland State University.

Linda Griffin

Linda Griffin joined Education Northwest June 2004 and serves as the director of the Mathematics Education Unit. Her professional background includes fourteen years as a middle and high school mathematics teacher, as well as eight years working on National Science Foundation grant projects focused on teacher enhancement, gender equity, and parent involvement in the area of mathematics. Griffin has extensive experience conducting staff development and presenting workshops at regional and national conferences and has taught university courses in mathematics, including mathematics content courses for pre-service elementary teachers. Linda holds a B.A. in mathematics from the University of California at Davis, an M.A in teaching and teacher education from the University of Arizona, and an Ed.D. in educational leadership from Northern Arizona University.

Lisa Lavelle

Lisa Lavelle, a senior program advisor in the Mathematics Education Unit at Education Northwest, is primarily involved in providing professional development to K-12 teachers of mathematics through both research grants and contracts with districts. Through the Northwest Regional Comprehensive Center, she also provides technical assistance to state education agencies. Lisa also teaches Math Methods at Portland State University as an adjunct instructor. Prior to joining the Center for Classroom Teaching and Learning at Education Northwest (formerly the Northwest Regional Educational Laboratory) in September of 2008, Lavelle taught mathematics in both middle school and high school; served as a support teacher for elementary school mathematics; and worked with both preservice and inservice teachers in professional development. She earned her B.A. in Psychology with emphasis in Computer Science from Yale University and at the same time completed the Teacher Preparation Program in Secondary Mathematics at Yale. Lisa went on to earn her M.A. in Professional Studies, Middle School Mathematics, from George Washington University.

Table of Contents

Acknowledgments

About the Authors

Introduction

Session 1: Getting Started

Session 2: Learning Landscape

Session 3: Counting and Number Concepts

Session 4: Comparing and Ordering Numbers

Session 5: Addition and Subtraction Word Problems (Part 1)

Session 6: Addition and Subtraction Word Problems (Part 2)

Session 7: Children's Strategies: Direct Modeling

Session 8: Children's Strategies: Counting Strategies

Session 9: Children's Strategies: Numerical Reasoning

Session 10: Children's Strategies: Numerical Reasoning Using Ten

Session 11: Mathematical Models Supporting Numerical Reasoning

Session 12: Designing the Prototype Lesson

Session 13: Discussing Results

Session 14: Reflecting On and Revising the Prototype Lesson

Index

Reviews

"As our teaching team went through the lesson design process we were amazed at the transformation that took place. It took us out of isolated practice and placed us into a collaborative setting where we could effectively redesign lessons so that student learning was positively impacted."

Marla Ernst, Teacher and Math Coach
Lebanon Community School District, OR

Other Titles in: Mathematics | Staff Development & Professional Learning | Elementary Teaching Methods

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