Styles and Strategies for Teaching High School Mathematics: 21 Techniques for Differentiating Instruction and Assessment (Styles & Strategies) This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .

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T�tulo: Styles and Strategies for Teaching High School Mathematics: 21 Techniques for Differentiating Instruction and Assessment (Styles & Strategies)
Editor: Corwin 13 O
Fecha de publicaci�n: 2010
Idioma: Ingl�s
ISBN 10: 1412968356
ISBN 13: 9781412968355
Encuadernaci�n: Paperback
Estado: Very Good

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Sinopsis

One key to raising achievement in mathematics is to recognize that all students have preferred styles of thinking and learning. By rotating teaching strategies, you can reach learners through their preferred styles, as well as challenge students to think in other styles. Styles and Strategies for Teaching High School Mathematics provides a set of powerful, research-based strategies to help high school teachers differentiate mathematics instruction and assessment according to their students′ learning styles.

Presenting four distinct mathematical learning styles―Mastery, Understanding, Self-Expressive, and Interpersonal―this book offers classroom-tested instructional strategies that can be mixed and matched to reach all learners. Compatible with any curriculum or textbook, the book:

- Explains how the strategies address NCTM process standards and students′ learning styles

- Includes step-by-step directions, examples, and planning considerations for each strategy

- Provides reproducible forms for implementing the strategies

- Offers variations and ways to adapt each strategy to meet a variety of instructional demands

With assessment components woven throughout, this invaluable guide helps high school mathematics teachers effectively reach and teach today′s adolescents.

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Consulting Description

Edward J. Thomas is founder and president of Dimension 2000, a professional development organization that works with teachers of mathematics. He has over 30 years of experience as a mathematics teacher at the middle school, high school, district, and undergraduate levels. Edward has authored several articles and books on mathematics instruction and has developed a number of educational games for the mathematics classroom. He was the co-chair of the Northwest Georgia P-16 Council, an initiative designed to improve teacher quality and student achievement from pre-school through the undergraduate level. Edward is an experienced mathematics consultant who has conducted workshops for schools throughout the country. He has also presented at state, regional, and national conferences for the National Council of Teachers of Mathematics (NCTM), Georgia Council of Teachers of Mathematics (GCTM), Southern Regional Education Board (SREB), Georgia Association of Educational Leaders (GAEL), Georgia Middle School Association (GMSA), and the Association for Supervision and Curriculum Development (ASCD).

To learn more about Thomas’ MATHCORE 2K, an online professional development resource produced by Dimension 2000, visit http://www.mathcore2k.com/.

John Brunsting is a mathematics teacher, a staff development specialist, and an author. John serves schools as a teacher and coach as well as a mathematics consultant on practical, style-based tools and strategies. He is a coordinator for Illinois Advanced Placement Institutes and cofounder of Mathematics & Technology Institutes, teacher training organizations committed to the instructional excellence of teachers. Previously an AP Calculus Exam Committee member, John coauthored Preparing for the AP Calculus Examination (2006). In 2008, John coauthored the best-selling Math Tools, Grades 3-12: 64 Ways to Differentiate Instruction and Increase Student Engagement. He has presented at national and international conferences for the National Council of Teachers of Mathematics (NCTM), National Council of Supervisors of Mathematics (NCSM), the Association for Supervision and Curriculum Development (ASCD), the Japan Association for Supervision and Curriculum Development (JASCD), Teachers Teaching with Technology (T³), and the International Conference on Computers in Education (ICCE).

Pam L. Warrick is a professor in teacher education, an international and national speaker in mathematics education (NCTM, NCSM , SITE and T³). Pam has elementary, middle school, and high school teaching experience in Texas, Arkansas, Oklahoma, Illinois, Pennsylvania, and with the U.S. Department of Defense in Europe. Her awards include a 1990 State Presidential Excellence in Elementary Mathematics Award, 1991 State Presidential Excellence in Secondary Mathematics Award, and 1992 National Presidential Excellence in Secondary Mathematics Award. She is an author and researcher in the areas of mathematics education, parental involvement, and the effects of coaching on student achievement. She has been funded by NASA, NSF and No Child Left Behind grants to further the advancement of mathematics education for PK–12 students. She is one of the founding members of PDK International Chapter.

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