Elementary and Middle School Mathematics: Teaching Developmentally, Fourth CanadianEdition, Loose-Leaf Version with Video-Enhanced Pearson eText

John A. Van de Walle, Late of Virginia Commonwealth UniversitySandra Folk, Ontario Institute for Studies in Education, University of TorontKaren S. Karp, University of Louisville Jennifer M. Bay-Williams, University of Louisville

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An “inquiry-based” approach to Mathematics that recognizes research and teaching that is currently taking place in Canadian classrooms.

ELEMENTARY AND MIDDLE SCHOOL MATHEMATICS guides both new and experienced teachers through a basic understanding of mathematics and problem solving, and encourages them to think about their own perceptions and misconceptions about mathematics. As well, it addresses potential pitfalls, and demonstrates how teachers can foster a favourable learning environment for their students.

The text covers concepts and procedures specifi c to mathematical topics encountered in grades K—8, using real experiences and assessment techniques to address the foundations of how children learn. The previous edition’s focus on teaching through problem solving now takes a broader focus on mathematical inquiry through rich tasks and classroom discourse.

©2015

Loose Leaf Version with eText9780205997022

Loose Leaf Version w/out eText9780205871957

MyEducationLab with Pearson eText -- Standalone Access Card9780133847413

Instructor Resources Instructor’s Resource Manual PowerPoint Slides

Section I Foundations of Teaching MathematicsChapter 1 Teaching and Learning Mathematics in the 21st CenturyChapter 2 Exploring What It Means to Know and Do MathematicsChapter 3 Mathematical Inquiry through Rich Tasks and Classroom DiscourseChapter 4 Preparing to Teach and Planning for Mathematics LearningChapter 5 Blending Teaching and AssessmentChapter 6 Teaching Mathematics for All LearnersChapter 7 Tools for Learning Mathematics

Section II Development of Mathematical Concepts and ProceduresChapter 8 Developing Early Number Conceptsand Number SenseChapter 9 Developing Meanings for the OperationsChapter 10 Helping Students Master the Basic FactsChapter 11 Developing Whole-Number

Place-Value ConceptsChapter 12 Developing Strategies for Addition and Subtraction ComputationChapter 13 Developing Strategies for Multiplication and Division ComputationChapter 14 Algebraic Thinking: Generalizations, Patterns, and FunctionsChapter 15 Developing Fraction ConceptsChapter 16 Developing Strategies for Fraction ComputationChapter 17 Developing Concepts of Decimals and PercentsChapter 18 Proportional ReasoningChapter 19 Developing Measurement ConceptsChapter 20 Geometric Thinking and Geometric ConceptsChapter 21 Developing Concepts of Data AnalysisChapter 22 Exploring Concepts of ProbabilityChapter 23 Developing Concepts of Exponents, Integers, and Real Numbers

Brief Contents

Features New examination of curriculum documents in provinces and territories across Canada which addresses their similarities and differences in terms of goals for student learning, mathematics content and mathematical processes.

New information on diverse learners. Diverse learning needs are introduced in Chapter 1 and described throughout the text as opportunities to enhance learning for all students, rather than as something to eliminate. Chapter 1 explicitly addresses First Nations, Metis and Inuit students, English Language Learners, learners with special needs including cognitive, behavioural and physical exceptionalities.

Expanded discussion on the nature of mathematics from being the science of patterns or as problem solving to a more encompassing perspective that mathematics is a way of thinking and seeing.

New focus on mathematical inquiry. The previous edition’s focus on teaching through problem solving now takes a broader focus on mathematical inquiry through rich tasks and classroom discourse. A more in-depth discussion is provided that outlines the features of a rich task using a multitude of examples. Problem solving is considered one form of inquiry alongside other types of worthwhile tasks. Given the shift in focus, mathematical habits of mind replace problem solving strategies to encompass broader perspectives of mathematical thinking and doing.