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Help all Pre-K-8 learners make sense of math
Written by leaders in the field, Elementary and Middle School Mathematics:Teaching Developmentally helps teacher candidates develop a real understanding of the mathematics they will teach and the most effective methods of teaching Pre-K-8 math topics. This text reflects the Common Core State Standards and NCTM’s Principles to Actions, as well as current research. Emphasis is placed on teaching math conceptually, in a problem-based, developmentally appropriate manner that supports the learning needs of all students. Pause and Reflect prompts and Activities engage pre-service teachers as they bolster their own knowledge of the math. Classroom videos and examples of real student work allow teacher candidates to visualize good mathematics instruction and assessment. An important reference to consult throughout a teaching career, this book helps teachers and their students experience the excitement that happens when math makes sense. The Enhanced Pearson eText features embedded video, assessments, and clickable Activity Sheets and Blackline Masters.
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0134046951 / 9780134046952 Elementary and Middle School Mathematics: Teaching Developmentally, Enhanced Pearson eText with Loose-Leaf Version -- Access Card Package
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John A. Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a leader in mathematics education who regularly offered professional development workshops for K–8 teachers in the United States and Canada focused on mathematics instruction that engaged students in mathematical reasoning and problem solving. He visited many classrooms and worked with teachers to implement student-centered math lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K–6 series and contributed to the original Pearson School mathematics program enVisionMATH. Additionally, John was very active in the National Council of Teachers of Mathematics (NCTM), writing book chapters and journal articles, serving on the board of directors, chairing the educational materials committee, and speaking at national and regional meetings.
Karen S. Karp is a professor of mathematics education at the University of Louisville in Kentucky. Prior to entering the field of teacher education she was an elementary school teacher in New York. Karen is the volume editor of Annual Perspectives in Mathematics Education: Using Research to Improve Instruction and is the co-author of Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-Grade 2, Discovering Lessons for the Common Core State Standards in Grades K-5 and Putting Essential Understanding of Addition and Subtraction into Practice Pre-K – Grade 2. She is a former member of the Board of Directors of the National Council of Teachers of Mathematics and a former president of the Association of Mathematics Teacher Educators. She continues to work in classrooms with teachers of students with disabilities.
Jennifer M. Bay-Williams is a professor of mathematics education at the University of Louisville in Kentucky. 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 has published many articles on teaching and learning in NCTM journals. She has also authored and co-authored numerous books, including: Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in Pre-K-Grade 2, Math and Literature: Grades 6-8, Math and Nonfiction: Grades 6-8, Navigating through Connections in Grades 6-8, Mathematics Coaching: Resources and Tools for Coaches and Other Leaders. Jennifer is on the Board of Directors for the National Council of Teachers of Mathematics (NCTM), and has previously served on the Board of Directors for TODOS: Equity for All and as secretary and president for the Association of Mathematics Teacher Educators (AMTE).
SECTION I Teaching Mathematics: Foundations and Perspectives
CHAPTER 1 Teaching Mathematics in the 21st Century 1
CHAPTER 2 Exploring What It Means to Know and Do Mathematics 13
CHAPTER 3 Teaching through Problem Solving 33
CHAPTER 4 Planning in the Problem-Based Classroom 57
CHAPTER 5 Creating Assessments for Learning 84
CHAPTER 6 Teaching Mathematics Equitably to All Children 104
CHAPTER 7 Using Technological Tools to Teach Mathematics 127
SECTION II Development of Mathematical Concepts and Procedures
CHAPTER 8 Developing Early Number Concepts and Number Sense 142
CHAPTER 9 Developing Meanings for the Operations 167
CHAPTER 10 Developing Basic Fact Fluency 194
CHAPTER 11 Developing Whole-Number Place-Value Concepts 222
CHAPTER 12 Developing Strategies for Addition and Subtraction Computation 247
CHAPTER 13 Developing Strategies for Multiplication and Division Computation 277
CHAPTER 14 Algebraic Thinking, Equations, and Functions 299
CHAPTER 15 Developing Fraction Concepts 339
CHAPTER 16 Developing Fraction Operations 371
CHAPTER 17 Developing Concepts of Decimals and Percents 403
CHAPTER 18 Ratios, Proportions, and Proportional Reasoning 429
CHAPTER 19 Developing Measurement Concepts 453
CHAPTER 20 Geometric Thinking and Geometric Concepts 488
CHAPTER 21 Developing Concepts of Data Analysis 526
CHAPTER 22 Exploring Concepts of Probability 558
CHAPTER 23 Developing Concepts of Exponents, Integers, and Real Numbers 582
APPENDIX A Standards for Mathematical Practice A-1
APPENDIX B NCTM Mathematics Teaching Practices: from Principles to Actions A-5
APPENDIX C Guide to Blackline Masters A-7
APPENDIX D Activities at a Glance A-13