#
Visible Learning for Mathematics, Grades K-12
What Works Best to Optimize Student Learning

- John Hattie - The University of Melbourne, Australia
- Douglas Fisher - San Diego State University, USA
- Nancy Frey - San Diego State University, USA
- Linda M. Gojak - Mathematics Consultant, NCTM Past-President
- Sara Delano Moore - Mathematics Consultant
- William Mellman - San Diego State University, USA

Foreword by Diane J. Briars, NCTM Past-President, Corwin Official VLP Collection badge

*Selected as the Michigan Council of Teachers of Mathematics winter book club book!*Rich tasks, collaborative work, number talks, problem-based learning, direct instruction…with so many possible approaches, how do we know which ones work the best? In

*Visible Learning for Mathematics*, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school.

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.

## Free resources

### Sample Language Frames for Mathematics

Use these sample language frames from* Visible Learning for Mathematics, Grades K-12,* in your mathematics class to guide your students to deeper understanding through a thorough explanation of their process.

### Accountable Talk Moves in Mathematics

Use these accountable talk moves from *Visible Learning for Mathematics, Grades K-12*, to constructively challenge your students' conclusions and misconceptions.

### Funneling and Focusing Questions in Mathematics

This excerpt from *Visible Learning for Mathematics, Grades K-12*, provides example questions that teachers can use to check for understanding—a crucial aspect of visible learning.

### Making Learning Visible Starts with Teacher Clarity

This excerpt from *Visible Learning for Mathematics, Grades K-12*, explains how making learning visible starts with teacher clarity and the strategic use of learning intentions and success criteria promote student self-reflection and metacognition.

Evidence Based

Clear writing

Student response

**Education Spec Ed Soc Wrk Dept, Longwood University**

This gives a clear context and rationale for the 3 phase model introduced within the book. This is a valuable textbook.

**Faculty of Health , Social Care & Education, Anglia Ruskin University**

This book is a 'must read' for all those interested in mathematics pedagogy.

This book, and the videos available on the internet, provide the best aggregation of educational research that I have ever seen. The information provided is up to date, and draws on the work theorist such as Dweck and Boaler. The book covers all grades (year groups), and includes a sample of useful vignettes.

**School of Education, Theology & Leadership, St Mary's University, Twickenham**

### Sample Materials & Chapters

Chapter 1: Make Learning Visible in Mathematics

Chapter 3: Mathematical Tasks and Talk That Guide Learning