Includes bibliographical references (pages 255-259) and index.

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.

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.

Senior High School Science, Technology, Engineering, and Mathematics (STEM)

Junior High School Mathematics

Text in English.