Visible Learning for Mathematics, Grades K-12 : What Works Best to Optimize Student Learning
Record details
- ISBN: 9781506362946
- Physical Description: paperback
- Publisher: Thousand Oaks Corwin Press Inc 2016
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| Subject: | Mathematics--Study and teaching (Elementary) |
Available copies
- 6 of 6 copies available at Headquarters.
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| Accra Central Library | 201 510.71/HAT | 000000012003 | 500 - Science & Math, Space, Earth, Weather, Animals,Plants - REF | Available | - |
| Dansoman Library | 201 510./HAT | 000001791921 | 500 - Science & Math, Space, Earth, Weather, Animals,Plants | Available | - |
| Dodowa Library | 201 510./HAT | 000001791853 | 500 - Science & Math, Space, Earth, Weather, Animals,Plants | Available | - |
| Osu Library | 201 510.71/HAT | 000000012010 | 500 - Science & Math, Space, Earth, Weather, Animals,Plants | Available | - |
| Tema Library | 201 510.71/HAT | 000000011990 | 500 - Science & Math, Space, Earth, Weather, Animals,Plants | Available | - |
| Tema Library | 201 510./HAT | 000001791914 | 500 - Science & Math, Space, Earth, Weather, Animals,Plants | Available | - |
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| Make learning visible in mathematics. | ||
| Forgetting the past | ||
| What makes for good instruction? | ||
| The evidence base | ||
| Noticing what does and does not work | ||
| Direct and dialogic approaches to teaching and learning | ||
| The balance of surface, deep, and transfer learning | ||
| Surface, deep, and transfer learning working in concert | ||
| Making learning visible starts with teacher clarity. | ||
| Learning intentions for mathematics | ||
| Success criteria for mathematics | ||
| Preassessments | ||
| Mathematical tasks and talk that guide learning. | ||
| Making learning visible through appropriate mathematical tasks | ||
| Making learning visible through mathematical talk | ||
| Surface mathematics learning made visible. | ||
| The nature of surface learning | ||
| Selecting mathematical tasks that promote surface learning | ||
| Mathematical talk that guides surface learning | ||
| Mathematical talk and metacognition | ||
| Strategic use of vocabulary instruction | ||
| Strategic use of manipulatives for surface learning | ||
| Strategic use of spaced practice with feedback | ||
| Strategic use of mnemonics | ||
| Deep mathematics learning made visible. | ||
| The nature of deep learning | ||
| Selecting mathematical tasks that promote deep learning | ||
| Mathematical talk that guides deep learning | ||
| Mathematical thinking in whole class and small group discourse | ||
| Small group collaboration and discussion strategies | ||
| Whole class collaboration and discourse strategies | ||
| Using multiple representations to promote deep learning | ||
| Strategic use of manipulatives for deep learning | ||
| Making mathematics learning visible through transfer learning. | ||
| The nature of transfer learning | ||
| The paths for transfer: low-road hugging and high-road bridging | ||
| Selecting mathematical tasks that promote transfer learning | ||
| Conditions necessary for transfer learning | ||
| Metacognition promotes transfer learning | ||
| Mathematical talk that promotes transfer learning | ||
| Helping students connect mathematical understandings | ||
| Helping students transform mathematical understandings | ||
| Assessment, feedback, and meeting the needs of all learners. | ||
| Assessing learning and providing feedback | ||
| Meeting individual needs through differentiation | ||
| Learning from what doesn't work | ||
| Visible mathematics teaching and visible mathematics learning | ||
| Appendices. | ||
| A. Effect sizes | ||
| B. Standards for mathematical practice | ||
| C. A selection of international mathematical practice or process standards | ||
| D. Eight effective mathematics teaching practices | ||
| E. Websites to help make mathematics learning visible |
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