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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010122574 | QA11.2 R66 2007 | Open Access Book | Book | Searching... |
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Summary
Summary
Recharge your math instruction with brain-friendly teaching units! Students′ brains are wired to make them natural, curious learners. The mathematical world around them offers a vast classroom, filled with shapes, spaces, quantities, and experiences to discover and explore, all leading to the construction of understanding. Teachers can use this natural curiosity to tap the inborn neural mechanisms that motivate students to learn--to make relevance and meaning of their surroundings. Brain-Compatible Mathematics, Second Edition bridges the findings from the realms of brain research and improved mathematics instruction through updated teaching samples, connections to the most recent standards, newest research findings, and integration to other content areas. Each brain is different, and when teachers teach problem-solving skills to help students arrive at their own solution paths, students go beyond mere memorization of facts and algorithms to being an actual participant in the development of mathematical understanding. In an informative and relevant approach, Diane Ronis presents teachers and math leaders with an emphasis on thinking, mathematical representation, and construction of ideas and an abundance of:
Sample lessons, units, and strategies linked to 2000 NCTM standards Brain-friendly strategies for math teaching that meet NCLB requirements How-to guides for creating more brain-tuned math teaching Ideas for incorporating technology into the math curriculum Planning templates for immediate useBy integrating math learning into real-world applications, students can actively practice what they learn, make meaning out of their everyday experiences, and think mathematically for success within today′s information age.
Table of Contents
| Foreword |
| Preface |
| Publisher's Acknowledgements |
| Introduction |
| About the Author |
| 1 Performance-Based Learning and Assessment |
| Traditional Versus Brain-Friendly Assessments |
| Importance of Performance Assessment |
| Alignment of Curriculum and Assessment |
| Assessment as Continuous Monitoring |
| Assessment as Tool for Learning |
| Grades K-2 Units |
| 2 The Six Pillars of Performance Task Development |
| Set Up Clear Performance Goals |
| Employ "Authentic" Project Tasks |
| Teach and Emphasize Criteria Levels and Performance Standards |
| Provide Models and Demonstrations of Excellence |
| Teach Strategies Explicitly |
| Use Ongoing Assessments for Feedback and Adjustments |
| Brain-Compatible Framework |
| Grades 3-5 Units |
| 3 Multiple Intelligences and Brain-Compatible Learning |
| Theory of Multiple Intelligences |
| Multiple Intelligences Model |
| Assessment for Multiple Intelligences |
| Grades 6-8 Units |
| 4 Performance-Based Instructional Strategies |
| Cooperative Learning |
| Writing and Communicating in the Classroom |
| Classroom Practice |
| Challenge Project Unit |
| 5 Problem-Solving Strategies |
| Instructional Strategies |
| Problem Exploration |
| Heuristics |
| Study Skills, Thinking Skills, and Thinking Processes |
| Mnemonic Techniques |
| Organizational Strategies |
| Patterning |
| Challenge Project Unit |
| 6 Teaching and Assessing With the Rubric |
| Scoring Rubrics |
| Categories for Rubrics |
| Types of Rubrics |
| Brain-Compatible Assessment |
| Challenge Project Unit |
| 7 Teaching and Assessing With the Portfolio |
| Student Evaluations |
| Portfolio Assessment |
| A Portfolio System |
| Conclusion |
| Principles and Standards for School Mathematics |
| Glossary |
| Resources |
| Bibliography |
| Index |
