| 000 -LEADER |
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| fixed length control field |
05574cam a2200397 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
18739967 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
phtghnu |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20240621115820.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
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| fixed length control field |
ta |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
150812s2016 cau b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2015031139 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781506314945 (pbk. : alk. paper) |
| 040 ## - CATALOGING SOURCE |
|---|
| Language of cataloging |
eng |
| Transcribing agency |
HNU |
| Description conventions |
rda |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
QA11.2 |
| Item number |
.W376 2016 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Edition number |
23 |
| Classification number |
510.712 W32 |
| Placement Code |
GC |
| Item number |
2016 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Wathall, Jennifer. |
| 9 (RLIN) |
14500 |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Concept-based mathematics : |
| Remainder of title |
teaching for deep understanding in secondary classrooms / |
| Statement of responsibility, etc. |
Jennifer Wathall ; foreword by H. Lynn Erickson. |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Thousand Oaks, California, USA : |
| Name of producer, publisher, distributor, manufacturer |
Corwin, |
| Date of production, publication, distribution, manufacture, or copyright notice |
©2016. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Dimensions |
26 cm. |
| Other physical details |
illustrations ; |
| Extent |
xxv, 268 pages : |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text. |
| Content type code |
text. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (pages 255-259) and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Machine generated contents note: pt. I WHAT IS CONCEPT-BASED CURRICULUM AND INSTRUCTION IN MATHEMATICS: RESEARCH AND THEORY -- 1. Why Is It Important for My Students to Learn Conceptually? -- Why Do We Need to Develop Curriculum and Instruction to Include the Conceptual Level? -- The Structure of Knowledge and the Structure of Process -- Applying the Structure of Knowledge and the Structure of Process -- Teaching for Inquiry -- Chapter Summary -- Discussion Questions -- 2. What Are the Levels of the Structures of Knowledge and Process for Mathematics? -- The Levels of the Structure of Knowledge -- The Levels of the Structure of Process -- Macro, Meso, and Micro Concepts in Mathematics -- The Marriage of the Structure of Knowledge and the Structure of Process -- Two-Dimensional vs. Three-Dimensional Curriculum Models -- Chapter Summary -- Discussion Questions -- pt. II HOW TO CRAFT GENERALIZATIONS AND PLAN UNITS OF WORK TO ENSURE DEEP CONCEPTUAL UNDERSTANDING -- 3. What Are Generalizations in Mathematics? -- What Is the Difference Between a Generalization and a Principle in Mathematics? -- How Do We Craft Quality Mathematics Generalizations? -- How Do We Draw Out Conceptual Understandings From Our Students? -- Chapter Summary -- Discussion Questions -- 4. How Do I Plan Units of Work for a Concept-Based Curriculum? -- Unit Webs -- Unit Planning -- Guiding Questions -- Planning a Unit of Work for Functions -- Planning a Unit of Work for Circles -- Planning a Unit of Work for Calculus: Differentiation and Integration -- Chapter Summary -- Discussion Questions -- pt. III HOW DO WE ENGAGE STUDENTS THROUGH INSTRUCTIONAL PRACTICE? STRATEGIES TO ENGAGE AND ASSESS -- 5. How Do I Captivate Students? Eight Strategies for Engaging the Hearts and Minds of Students -- Strategy 1 Create a Social Learning Environment -- Strategy 2 Provide an Open, Secure Environment to Allow for Mistakes as Part of the Learning Process -- Strategy 3 Use Appropriate Levels of Inquiry and Employ Inductive Approaches to Develop Conceptual Understanding -- Strategy 4 Reduce Whole Class Teacher Talk Time -- Strategy 5 Cater to Everyone in your Class; Use Differentiation Strategies -- Strategy 6 Assessment Strategies -- Strategy 7 Be Purposeful When Asking Students to Answer Questions; There is Safety in Numbers -- Strategy 8 Flexible Fronts: Arranging your Classroom -- Chapter Summary -- Discussion Questions -- 6. How Do I Know My Students Understand the Concepts? Assessment Strategies -- Assessments With Conceptual Depth -- Open Inquiry Tasks and Open-Ended Questions -- Visible Thinking Routines -- Performance Assessment Tasks -- The Frayer Model -- Concept Attainment Cards -- Agree, Disagree, and Depends -- Zero, One, Two, or Three -- Assessing and Developing Core Transdisciplinary Skills -- Assessing the Developing Concept-Based Student -- Self-Assessments -- Chapter Summary -- Discussion Questions -- 7. How Do I Integrate Technology to Foster Conceptual Understanding? -- Mathematics Graphing Software and Graphical Display Calculators -- Flipped Classroom -- Multimedia Projects -- Collaboration Tools: Google Applications -- Apps on Mobile Devices -- When Not to Use Technology -- Chapter Summary -- Discussion Questions -- 8. What Do Ideal Concept-Based Mathematics Classrooms Look Like? -- Foster a Culture of Growth Mindset -- Pedagogical Principles in an Ideal Classroom -- Developing the Ideal Concept-Based Mathematics Lesson -- Developing Concept-Based Lesson Planning in the Ideal Mathematics Classroom -- Common Concerns and Misconceptions About Concept-Based Curriculum and Instruction -- Chapter Summary -- Last Words -- Discussion Questions. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
This book is filled with the practical tools needed to move from teaching memorization and routine processes to teaching maths in a deep, clear, and meaningful way. |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
Senior High School |
| Source |
Science, Technology, Engineering, and Mathematics (STEM) |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
Junior High School |
| Source |
Mathematics |
| 546 ## - LANGUAGE NOTE |
|---|
| Language note |
Text in English. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Mathematics |
| General subdivision |
Study and teaching |
| -- |
Psychological aspects. |
| 9 (RLIN) |
14501 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Mathematics |
| General subdivision |
Study and teaching (Middle school). |
| 9 (RLIN) |
9886 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Mathematics |
| General subdivision |
Study and teaching (Secondary). |
| 9 (RLIN) |
6072 |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
|---|
| a |
7 |
| b |
cbc |
| c |
orignew |
| d |
1 |
| e |
ecip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Books |
| Classification part |
500-599 |
