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Visible Thinking in the K-8 Mathematics Classroom, by Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles
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Seeing is believing with this interactive approach to math instruction
Do you ever wish your students could read each other’s thoughts? Now they can—and so can you! This newest book by veteran mathematics educators provides instructional strategies for maximizing students’ mathematics comprehension by integrating visual thinking into the classroom. Included are numerous grade-specific sample problems for teaching essential concepts such as number sense, fractions, and estimation. Among the many benefits of visible thinking are:
- Interactive student-to-student learning
- Increased class participation
- Development of metacognitive thinking and problem-solving skills
- Sales Rank: #1101696 in Books
- Brand: Corwin
- Published on: 2011-01-21
- Original language: English
- Number of items: 1
- Dimensions: 9.80" h x .50" w x 6.90" l, 3.00 pounds
- Binding: Paperback
- 184 pages
- Interactive student-to-student learning
- Increased class participation
- Development of metacognitive thinking and problem-solving skillsHelpful features include vignettes,
- Title - Visible Thinking in the K-8 Mathematics Classroom
- Authored - Ted H. Hull
Review
"This book is a crucial tool for meeting NCTM mathematical content and process standards. Through the useful problems and strategies presented within, teachers will definitely know how well their students will comprehend. If comprehension is an issue in your class, this book is a must have!" (Therese Gessler Rodammer, Math Coach 2010-07-28)
"This book will help you, your students and your school. The author merges what we know works in mathematical problem solving, metacognition, social learning theory, and formative assessment. The examples display grade-specific ways to help individual students tackle brainteasers, whole-class concepts, and adaptations of traditional textbook exercises."
(Alan Zollman, President of School Science and Mathematics Association 2010-09-10)
"The author gives an excellent overview of what visual thinking is, why it is important, and how to implement it in the classroom. The text offers great advice for addressing many of the Common Core State Standards for Mathematics Habits of Mind, including making sense of problems and communicating mathematical reasoning." (Frederick L. Dillon, Mathematics Teacher 2010-09-10)
About the Author
Consulting Description
Ted H. Hull completed 32 years of service in public education before retiring and opening Hull Educational Consulting. He served as a mathematics teacher, K-12 mathematics coordinator, middle school principal, director of curriculum and instruction, and a project director for the Charles A. Dana Center at the University of Texas in Austin. While at the University of Texas, 2001 to 2005, he directed the research project “Transforming Schools: Moving from Low-Achieving to High Performing Learning Communities.” As part of the project, Hull worked directly with district leaders, school administrators, and teachers in Arkansas, Oklahoma, Louisiana, and Texas to develop instructional leadership skills and implement effective mathematics instruction. Hull is a regular presenter at local, state, and national meetings. He has written numerous articles for the NCSM Newsletter, including "Understanding the Six Steps of Implementation: Engagement by an Internal or External Facilitator" (2005) and "Leadership Equity: Moving Professional Development into the Classroom" (2005), as well as "Manager to Instructional Leader" (2007) for the NCSM Journal of Mathematics Education Leadership. He has been published in the Texas Mathematics Teacher (2006), Teacher Input Into Classroom Visits: Customized Classroom Visit Form. Hull was also a contributing author for publications from the Charles A. Dana Center: Mathematics Standards in the Classroom: Resources for Grades 6–8 (2002) and Middle School Mathematics Assessments: Proportional Reasoning (2004). He is an active member of Texas Association of Supervisors of Mathematics (TASM) and served on the NCSM Board of Directors as regional director for Southern 2.
Consulting Description
Don S. Balka, Ph.D., is a noted mathematics educator who has presented more than 2,000 workshops on the use of math manipulatives with PK-12 students at national and regional conferences of the National Council of Teachers of Mathematics and at in-service trainings in school districts throughout the United States and the world.
He is Professor Emeritus in the Mathematics Department at Saint Mary’s College, Notre Dame, Indiana. He is the author or co-author of numerous books for K-12 teachers, including Developing Algebraic Thinking with Number Tiles, Hands-On Math and Literature with Math Start, Exploring Geometry with Geofix, Working with Algebra Tiles, and Mathematics with Unifix Cubes. Balka is also a co-author on the Macmillan K-5 series, Math Connects and co-author with Ted Hull and Ruth Harbin Miles on four books published by Corwin Press.
He has served as a director of the National Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics. In addition, he is president of TODOS: Mathematics for All and president of the School Science and Mathematics Association.
Ruth Harbin Miles coaches rural, suburban, and inner-city school mathematics teachers. Her professional experiences include coordinating the K-12 Mathematics Teaching and Learning Program for the Olathe, Kansas, Public Schools for more than 25 years; teaching mathematics methods courses at Virginia’s Mary Baldwin College; and serving on the Board of Directors for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematic, and both the Virginia Council of Teachers of Mathematics and the Kansas Association of Teachers of Mathematics. Ruth is a co-author of five Corwin books including A Guide to Mathematics Coaching, A Guide to Mathematics Leadership, Visible Thinking in the K-8 Mathematics Classroom, The Common Core Mathematics Standards, and Realizing Rigor in the Mathematics Classroom. As co-owner of Happy Mountain Learning, Ruth specializes in developing teachers’ content knowledge and strategies for engaging students to achieve high standards in mathematics.
Most helpful customer reviews
8 of 8 people found the following review helpful.
disappointed
By maththink
I was really excited to get this book. I am a big believer in making math visible whether through manipulatives, drawings, descriptions, ... Thought this book would give me many more ideas for making math visible. I ended up being disappointed. The book said things that should and should not be happening in math classrooms but gave few ways to actually make this happen...that is specific strategies for teaching with elementary students. The most valuable part were the assessment examples showing lower level and higher level questions for the same concept. Sure wish there had been more I could take back to my staff to help improve their instruction.
0 of 0 people found the following review helpful.
This book does a terrific job of giving classroom-specific strategies for making student thinking ...
By Joseph Roicki
This book does a terrific job of giving classroom-specific strategies for making student thinking visible - a critical aspect of assessing student understanding and planning next instructional steps for mathematics. The authors expertly present ideas linked to the Common Core State Standards for Mathematical Practice and how teachers can guide students to make sense of, reason about, solve, and communicate their thinking about mathematical tasks and problems.
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