Visible learning for mathematics, grades K-12 what works best to optimize student learning
| Otros Autores: | , , |
|---|---|
| Formato: | Libro |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks, California :
Corwin Mathematics
cop. 2017
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| Materias: | |
| Ver en Universidad de Navarra: | https://unika.unav.edu/discovery/fulldisplay?docid=alma991008406689708016&context=L&vid=34UNAV_INST:VU1&search_scope=34UNAV_TODO&tab=34UNAV_TODO&lang=es |
Tabla de Contenidos:
- Make learning visible in mathematics. Forgetting the past
- What makes for good instruction?
- The evidence base
- Noticing what does and does not work
- Direct and dialogic approaches to teaching and learning
- The balance of surface, deep, and transfer learning
- Surface, deep, and transfer learning working in concert
- Making learning visible starts with teacher clarity. Learning intentions for mathematics
- Success criteria for mathematics
- Preassessments
- Mathematical tasks and talk that guide learning. Making learning visible through appropriate mathematical tasks
- Making learning visible through mathematical talk
- Surface mathematics learning made visible. The nature of surface learning
- Selecting mathematical tasks that promote surface learning
- Mathematical talk that guides surface learning
- Mathematical talk and metacognition
- Strategic use of vocabulary instruction
- Strategic use of manipulatives for surface learning
- Strategic use of spaced practice with feedback
- Strategic use of mnemonics
- Deep mathematics learning made visible. The nature of deep learning
- Selecting mathematical tasks that promote deep learning
- Mathematical talk that guides deep learning
- Mathematical thinking in whole class and small group discourse
- Small group collaboration and discussion strategies
- Whole class collaboration and discourse strategies
- Using multiple representations to promote deep learning
- Strategic use of manipulatives for deep learning
- Making mathematics learning visible through transfer learning. The nature of transfer learning
- The paths for transfer: low-road hugging and high-road bridging
- Selecting mathematical tasks that promote transfer learning
- Conditions necessary for transfer learning
- Metacognition promotes transfer learning
- Mathematical talk that promotes transfer learning
- Helping students connect mathematical understandings
- Helping students transform mathematical understandings
- Assessment, feedback, and meeting the needs of all learners. Assessing learning and providing feedback
- Meeting individual needs through differentiation
- Learning from what doesn't work
- Visible mathematics teaching and visible mathematics learning
- Appendices. A. Effect sizes
- B. Standards for mathematical practice
- C. A selection of international mathematical practice or process standards
- D. Eight effective mathematics teaching practices
- E. Websites to help make mathematics learning visible.
