Synopses & Reviews
“It is fun to figure out the puzzle of how children go about making sense of mathematics and then how to help teachers help kids.” John A. Van de Walle, Late of Virginia Commonwealth University
This is the philosophy behind Elementary and Middle School Mathematics: Teaching Developmentally. John A. Van de Walle wrote this book to help students understand mathematics and become confident in their ability to teach the subject to children in kindergarten through eighth grade. Although he could not have foreseen the changes in mathematics teaching over the last three decades, he was at the forefront of the movement towards a constructivist view of teaching, or teaching developmentally. Constructivism says that children construct their own knowledge. They are not blank slates waiting to absorb whatever the teacher tells them. Teachers must understand both mathematics itself and how students learn mathematics in order to teach it effectively.
Learning through problem solving is another major theme of this book. Students solve problems not just to apply mathematics, but also to learn new mathematics. Effective problems will take into account where students are, the problematic or engaging aspect of the problem must be due to the mathematics that the students are to learn and not be diluted by non-mathematical activities such as cutting or pasting, and the problem must require justifications and explanations for answers and methods. Learning then becomes an outcome of the problem solving process.
The book also addresses in more detail than any other book on the market the effect that the trends of standards-based education, increased pressure to test, and increased teacher accountability have had on teaching mathematics. He addresses the 2000 NCTM Standards in depth, in Chapter 1 on Teaching Mathematics in the Era of the NCTM Standards, through the NCTM icon that appears in the margins throughout the text, and in two appendices in the back of the book. Chapter 5 on Building Assessment into Instruction has also been heavily revised to focus on increased testing pressure, creating more explicit links between objectives and assessment, and including assessments for students with special needs.
Elementary and Middle School Mathematics: Teaching Developmentally is a book for doing math today—for both students who want to become teachers, and the students they will eventually teach.
New To This Edition:
NEW! Revises Chapter 5 on assessment--Discusses increased testing pressure and accountability, adds more information on equitable assessments, creates more explicit links between objectives and assessment, and includes assessments for students with special needs.
NEW! Updates the Literature Connections feature to remove all out of print children’s literature and include more non-fiction, poetry, and other types of readings.
NEW! Weaves the Focal Points throughout the chapters as well as links them with the Big Ideas feature—Focal Points have also been added to the Appendix.
NEW! Includes expanded coverage of working with diverse learners.
NEW! Gives greater emphasis on dealing with math anxiety.
Synopsis
Elementary and Middle School Mathematics: Teaching Developmentally, Seventh Edition
John A. Van de Walle, Late of Virginia Commonwealth University
Karen S. Karp, University of Louisville
Jennifer M. Bay-Williams, University of Louisville
Written by leaders in the field of mathematics education, this best-selling book will help teachers and K-8 students make sense of math. For each strand of the mathematics curriculum, numerous problem-based activities are interwoven with a discussion of the mathematical content and how children develop their understanding of that content.
This book is uniquely designed to help your students:
- Prepare for mathematics instruction in today’s classroom:
- NEW! MyEducationLab website for this text presents classroom video, clips of teacher workshops presented by John Van de Walle, expanded lessons, real curriculum materials, children’s literature resources, and more. Margin notes throughout the text seamlessly integrate website material for instructors and readers.
- NEW! Field Experience Guide Connections at the end of each chapter showcase specific classroom-based tasks, activities, and resources available to readers in the popular Field Experience Guide.
- Develop a constructivist and problem solving approach to the learning and teaching of mathematics
- NEW! Use the 2000 NCTM Principles and Standards and Curriculum Focal Points to inform their instruction by providing the most complete coverage of the NCTM guidelines available.
- UPDATED! Effectively integrate technology to support teaching and learning with comprehensive coverage of new technologies and teaching strategies.
- Practice doing the mathematics that they will teach through numerous activities in each of the 16 content chapters
- NEW! Meet the needs of all learners through discussion of differentiating instruction, adaptation of the response to intervention (RTI) model for use with students with special needs in the mathematics classroom, and more.
Synopsis
Elementary and Middle School Mathematics: Teaching Developmentally, Seventh Edition
John A. Van de Walle, Late of Virginia Commonwealth University
Karen S. Karp, University of Louisville
Jennifer M. Bay-Williams, University of Louisville
Written by leaders in the field of mathematics education, this best-selling book will help teachers and K-8 students make sense of math. For each strand of the mathematics curriculum, numerous problem-based activities are interwoven with a discussion of the mathematical content and how children develop their understanding of that content.
This book is uniquely designed to help your students:
- Prepare for mathematics instruction in today’s classroom:
- NEW! MyEducationLab website for this text presents classroom video, clips of teacher workshops presented by John Van de Walle, expanded lessons, real curriculum materials, children’s literature resources, and more. Margin notes throughout the text seamlessly integrate website material for instructors and readers.
- NEW! Field Experience Guide Connections at the end of each chapter showcase specific classroom-based tasks, activities, and resources available to readers in the popular Field Experience Guide.
- Develop a constructivist and problem solving approach to the learning and teaching of mathematics
- NEW! Use the 2000 NCTM Principles and Standards and Curriculum Focal Points to inform their instruction by providing the most complete coverage of the NCTM guidelines available.
- UPDATED! Effectively integrate technology to support teaching and learning with comprehensive coverage of new technologies and teaching strategies.
- Practice doing the mathematics that they will teach through numerous activities in each of the 16 content chapters
- NEW! Meet the needs of all learners through discussion of differentiating instruction, adaptation of the response to intervention (RTI) model for use with students with special needs in the mathematics classroom, and more.
Synopsis
A Message from the Author Research in mathematics education has consistently found that understanding and skills are best developed when students are allowed to wrestle with new ideas, to create and defend solutions to problems, and to participate in a mathematical community of learners. This student-centered, problem-based approach to learning is a central theme of this book. Learning how best to help children believe that mathematics makes sense and that they themselves can make sense of mathematics is an exciting endeavor and a lifelong process. It requires the knowledge gained from research, the wisdom shared by professional colleagues, and the insightful ideas that come from your own daily experiences with students. I hope that this book will assist you on this fantastic journey.
Praise for Elementary and Middle School Mathematics
This is absolutely the best book on the market. No other book comes close.
–Sandra L. McCune, Stephen F. Austin University
I particularly like the emphasis on doing math more than one way (invented math) and the emphasis on problem solving. There is a wealth of resources and children’s books for students to use in their development of concepts.
–Carol Geller, Radford University
This text is not only a valuable tool in making sense of and encouraging the use of mathematics by preservice teachers, but also for those educators already in the field.
–Marilyn Nash, Indiana University South Bend
About the Author
John A. Van de Walle is Professor Emeritus, Virginia Commonwealth University. As a mathematics education consultant, he regularly works with K—8 teachers and in elementary school classrooms and has taught mathematics to children at all levels, K—8. He is also a coauthor of the Scott Foresman, Addison Wesley Mathematics K,6 series.
Jennifer M. Bay-Williams has written a Field Experience Guide to accompany the text." Organized to cover all NCATE and NCTM standards and correlated to all chapters of the text, the Field Experience Guide is packed with field-based assignments and reproducible forms to record your experiences." The guide also includes additional activities for students, full-size versions of the Blackline Masters in the text, and 16 extended lesson plans written by John Van de Walle. For more information or to purchase a copy, visit www.ablongman.com and search for the ISBN (0-205-49314-9.
About the Author
Dr. John A. Van de Walle was one of the most renowned mathematics educators in the country and the author of
Elementary and Middle School Mathematics: Teaching Developmentally, the book that, in its seventh edition, continues to be the leading text and resource in the United States and Canada for teaching K-8 mathematics. John A. Van de Walle graduated
cum laude from Bellarmine College in 1965 with a degree in mathematics, earned his master's degree in mathematics at St. Louis University in 1967, and in 1972, earned his doctoral degree in mathematics education from Ohio State University. He spent most of his career at Virginia Commonwealth University where he was Professor Emeritus and for 29 years taught mathematics education to pre-service and in-service teachers. He retired in 2002, but continued to write and work with teachers to promote mathematics education. He also served as a consultant to various school systems in the U.S. and Canada. He was an active member of the National Council of Teachers of Mathematics and served on its board of directors from 1998 to 2001. He once said, “It is fun to figure out the puzzle of how children go about making sense of mathematics and then how to help teachers help kids.” Dr. Van de Walle died at home on December 2, 2006. He is survived by his wife Sharon of 40 years, his two daughters, and three grand daughters.
Karen Karp is a Professor of Mathematics Education at the University of Louisville (Kentucky). Prior to entering the field of teacher education she was an elementary school teacher in New York. Karen is a co-author of Feisty Females; Inspiring Girls to Think Mathematically, which is aligned with her research interests on teaching mathematics to diverse populations. With Jennifer, Karen co-edited Growing Professionally: Readings from NCTM Publications for Grades K-8. She is a member of the Board of Directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators (AMTE). Jennifer M. Bay-Williams is an Associate Professor of Mathematics Education at the University of Louisville (Kentucky). Jennifer has published many articles on teaching and learning in NCTM journals. She has also co-authored the following books: Math and Literature: Grades 6-8, Math and Nonfiction: Grades 6-8, Navigating through Connections in Grades 6-8. Jennifer taught elementary, middle, and high school in Missouri and in Peru, and continues to work in classrooms at all levels with students and with teachers. Jennifer serves as the President of the Association of Mathematics Teacher Educators (AMTE) and chair of the NCTM Emerging Issues Committee
Table of Contents
Section I
Teaching Mathematics:
Foundations and
Perspectives
chapter 1
Teaching Mathematics in the Era of the NCTM Standards
chapter 2
Exploring What It Means to Do Mathematics
chapter 3
Developing Understanding in Mathematics
chapter 4
Teaching Through Problem Solving
chapter 5
Planning in the Problem-Based Classroom
chapter 6
Building Assessment into Instruction
chapter 7
Teaching Mathematics Equitably to All Children
chapter 8
Technology and School Mathematics
Section II
Development of
Mathematical Concepts
and Procedures
chapter 9
Developing Early Number Concepts
and Number Sense
chapter 10
Developing Meanings for the Operations
chapter 11
Helping Children Master the Basic Facts
chapter 12
Whole-Number Place-Value Development
chapter 13
Strategies for Whole-Number Computation
chapter 14
Computational Estimation with Whole Numbers
chapter 15
Algebraic Thinking: Generalizations, Patterns, and Functions
chapter 16
Developing Fraction Concepts
chapter 17
Computation with Fractions
chapter 18
Decimal and Percent Concepts and Decimal Computation
chapter 19
Proportional Reasoning
chapter 20
Developing Measurement Concepts
chapter 21
Geometric Thinking and Geometric Concepts
chapter 22
Concepts of Data Analysis
chapter 23
Exploring Concepts of Probability
chapter 24
Developing Concepts of Exponents,
Integers, and Real Numbers
appendix A
Principles and Standards for School Mathematics: Content Standards and Grade Level Expectations
appendix B
Professional Standards for Teaching Mathematics: Teaching Standards
appendix C
Guide to Blackline Masters
References
Index