Technology-Infused Math Instruction

Teaching Outside the Box - Grades K-12
2. Auflage 2021
ISBN: 978-1-7924-8022-5
Verlag: Kendall Hunt Publishing Company

Buch, Englisch, 277 Seiten, Paperback (BC)

Autoren/Hrsg.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

- Introduction
- Technology for Teaching and Learning
- Integrating Technology into Your Math Practice
- Chapter Contents
- About the Authors
- Author Background
- 1. The Case for Technology in the Mathematics Classroom
- Technology Takes Center Stage
- The Power of Technology
- Starting With You!
- Why Do You Need This Book?
- The Power of Technology
- Are Kids Really Different Today?
- Technology of Tomorrow and Technology of Today
- Why Technology in Mathematics?
- Getting Started With Technology
- Category of Web Tools
- International Society for Technology in Education Standards for Students
- Designing Technology-Integrated Lessons
- 3 Stages to Connect with Tech
- Proposed Model for Technology Integration
- Five Professional Commitments to Guide Technology Integration in the Classroom
- Developing Your Teacher Toolbox
- Summary
- Additional Activities/Discussion Questions
- Instructor Activities
- 2. The Foundations and Principles of CCSS
- Starting with the Standards!
- Plan to the Standard
- CCSS Mathematics
- Unpacking the Standards
- Standards for Mathematical Practice
- Web Tools Resource List
- Balanced Approach to Instruction
- Make the Connection
- Research
- Building Conceptual Understanding
- Making Meaning and Virtual Manipulatives
- Research on Virtual Manipulatives and Student Learning
- Math Talk
- Summary
- Additional Activities/Discussion Questions
- Instructor Activities
- 3. Understanding Design
- Five Habits of Planning
- Habit 1: Start With the Standards
- Habit 2: Know Your Learners
- Social Cognitive Theory
- Zone of Proximal Development
- Habit 3: Build Understanding
- Connecting Social Cognitive Theory to Mathematics
- Habit 4: Tools for Teaching and Learning
- Habit 5: Mastery Learning
- Getting Started With Design
- Understanding Student Thinking and Learning
- Low-Floor High-Ceiling Tasks
- Blooming With Technology
- Cognitive Demand
- Task Design
- Planning Learning Experiences
- Summary
- Additional Activities/Discussion Questions
- Instructor Activities
- 4. Developing Daily Routines in Your Mathematics Practice
- The Purpose of Daily Routines
- Putting Research into Practice
- Connecting to Content Knowledge
- Structure of Daily Routines
- Getting Started with Daily Routines
- The Role of the Teacher and Student
- Assessment and Daily Routines
- Academic Language
- Questioning with Daily Routines
- Writing with Daily Routines
- Let's Explore Daily Routines
- Daily Routine No. 1: Number Talks
- K-2 Number Talks
- 3-8 Number Talks
- Three Steps to Number Talks
- Daily Routine No. 2: Data Talk
- Examples of Data Talks
- Daily Routine No. 3: Calendar
- Keep it Relevant with Calendar
- Getting Started with Calendar
- Daily Routine No. 4: Hundred Chart and Multiplication Chart
- Daily Routine No. 5: Counting Collections
- Make it Count with Counting Collections
- Getting Started with Counting Collections
- Daily Routine No. 6: Math Journals
- Write it Out with Math Journals
- Daily Routine No. 7: Warm-Up
- The Problem with Warm-Ups
- Make it Relevant
- Daily Routine No. 8: Exit Ticket
- Save the Best for Last
- Twitter
- Summary
- Additional Activities/Discussion Questions
- Instructor Activities
- 5. Open-Ended Tasks
- The Purpose of Open-Ended Tasks
- Putting Research into Practice
- Structure of Open-Ended Tasks
- Routines and Open-Ended Tasks
- Tech for One and Tech for All
- Attributes of Open-Ended Tasks
- The Role of the Teacher and Role of the Student
- Thinking and Open-Ended Tasks
- Questioning with Open-Ended Tasks
- Pancake Task
- Planning Questions for Open-Ended Tasks
- Writing Open-Ended Tasks
- Prompting Classroom Discourse
- Math Talk Moves
- Assessment of Open-Ended Tasks
- Types of Open-Ended Tasks
- Tiered Activities: Creating Challenge for Every Learner
- Primary Grade Example
- Upper Grade Example
- Implementing Tiered Activities
- Developing Habits of Mind: Struggle
- Games
- Student-Created Open-Ended Tasks
- Virtual Tools and Open-Ended Tasks
- Open-Ended Tasks and Online Data
- Getting Started with Using Data in Your Class
- Putting it into Practice: Planning Guide
- Summary
- Additional Activities/Discussion Questions
- Instructor Activities
- 6. Project-Based Learning
- The Purpose of PjBL
- Putting Research Into Practice
- Putting Ideas Into Action
- Meeting the Needs of All Learners
- Structure of PjBL
- Beginning PjBL with a Driving Question
- Now It's Your Turn!
- Creating PjBL Tasks
- Going Digital with PjBL Tasks
- Supporting Students with Digital Tools
- Putting Tasks All Together
- Creating a Hook
- Review and Reflect
- Assigning Groups: Group Work
- The Challenge of Group Work
- Connecting the Standards for Mathematical Practice to PjBL
- Planning PjBL Activities
- Stage 1: Setting the Scope
- Stage 2: Goals and Targets to Support All Learners
- Stage 3: Assessing and Reflecting
- Assessment Products
- Reflection Methods
- Integrating Technology with PjBL
- Assessing PjBL Tasks
- Summary
- Additional Activities/Discussion Questions
- Instructor Activities
- 7. Problem-Based Learning
- The Purpose of Problem-Based Learning
- Putting Research into Practice
- Making a Connection with PBL
- Connecting Formal and Informal Strategies
- Structure of PBL
- Putting Planning into Action
- PBL Does it All
- The Role of Thinking in Problem-Solving
- Students' Steps to Problem-Solving
- Summary: Putting Ideas into Action
- Student PBL Organizer
- Make the STEM Connection
- Scaffolding for Success
- Scaffolding Tools
- Scaffolding Organization
- Scaffolding Language
- 3-Read Strategy
- 3-Reads Chart
- Developing Group Norms and Roles
- Creating an Emotionally Safe Classroom
- Establishing Group Roles
- Assessment
- Distinctions of PBL
- Resources for PBL Problems
- Websites
- Books
- Summary
- Additional Activities/Discussion Questions
- Instructor Activities
- 8. Math Centers
- The Purpose of Math Centers
- So What Are Math Centers?
- Putting Research into Practice
- Conceptions of Math Centers
- Tips for Managing Groups of Students
- Going Digital
- Math Games
- Math Planning Sheet
- Assessment & Math Centers
- Summary
- Additional Activities/Discussion Questions
- Instructor Activities
- 9. Putting It All Together
- Putting Research into Practice
- Mindset in Mathematics Instruction
- Organizing Your Math Block
- Student Portfolios
- Setting Goals in Your Math Practice
- Fostering a Mathematical Mindset
- Building Mathematical Identity
- Supporting Inclusive Practice
- Universal Design for Learning in Action
- Developing Digital Literacy
- Summary
- Additional Activities/Discussion Questions
- Instructor Activities
- Bibliography
- Appendix
- Index