Catalogue


Good questions : great ways to differentiate mathematics instruction /
Marian Small foreword by Diane Heacox.
edition
2nd ed.
imprint
New York : Teachers College Press ; Reston, VA : National Council of Teachers of Mathematics ; [Toronto, Ont.] : Nelson Education, c2012.
description
xv, 223 p. : ill. ; 25 cm.
ISBN
0807753130, 9780807753132
format(s)
Book
Holdings
  • Out
    Dec 11, 2019
    510 S635G 2012
    Browse Shelf Note ▼
    3RD FLOOR; borrowing restricted to OISE students, faculty and staff
More Details
added author
imprint
New York : Teachers College Press ; Reston, VA : National Council of Teachers of Mathematics ; [Toronto, Ont.] : Nelson Education, c2012.
isbn
0807753130
9780807753132
catalogue key
8394345
 
Includes bibliographical references and index.
A Look Inside
About the Author
Author Affiliation
Marian Small is the former Dean of Education at the University of New Brunswick. A longtime professor of mathematics education, she speaks widely and consults with schools and districts to help teachers and coaches in the United States, Canada, and Bhutan. Her student texts and teacher professional materials include the PRIME series, and she coauthored titles in the NCTM Navigation Series.
Full Text Reviews
Appeared in Choice on 2009-11-01:
Effective teaching is possible only when each student's needs are addressed. However, because students' needs vary significantly from one another, differentiating instruction is one of the most challenging tasks for teachers. This book presents mathematical questions and tasks that teachers can use to differentiate instruction in preK-8 classrooms. Using Vygotsky's zone of proximal development as a guide, the author emphasizes that the mathematical tasks must focus on big ideas, yet provide an avenue for each student to engage in the task based on ability level. In order to address this need, Small (formerly, Univ. of New Brunswick, Canada) provides open questions and parallel tasks for all of the five National Council of Teachers of Mathematics content standards:numbers and operations, geometry, measurement, algebra, and data analysis and probability across three grade bands (preK-2, 3-5, and 6-8). The suggested questions, problems, and tasks are flexible enough for teachers to implement in their classrooms easily. This is a valuable book for mathematics teachers, teacher educators, and faculty involved in differentiated instruction. Summing Up: Recommended. Graduate, research, and professional collections. H. P. Koirala Eastern Connecticut State University
Summaries
Main Description
Expanded to include connections to Common Core State Standards, as well as National Council of Teachers of Mathematics (NCTM) standards, this critically acclaimed book will help every teacher and coach to meet the challenges of differentiating mathematics instruction in the K8 classroom. In this bestseller, math education expert Marian Small explains two powerful and universal strategies that teachers can use across all math content: Open Questions and Parallel Tasks. Showing teachers how to get started and become expert with these strategies, Small also demonstrates more inclusive learning conversations that promote broader student participation and mathematical thinking required by CCSS. Specific strategies and examples for each grade band are organized around NCTM content strands: Number and Operations, Geometry, Measurement, Algebra, and Data Analysis and Probability.
Table of Contents
Forewordp. vii
Prefacep. ix
Organization of the Bookp. ix
Organization of the Content Chaptersp. xi
Changes in the Second Editionp. xi
Acknowledgmentsp. xv
Why and How to Differentiate Math Instructionp. 1
The Challenge in Math Classroomsp. 1
What It Means to Meet Student Needsp. 3
Assessing Students' Needsp. 4
Principles and Approaches to Differentiating Instructionp. 4
Two Core Strategies for Differentiating Mathematics Instruction: Open Questions and Parallel Tasksp. 6
Creating a Math Talk Communityp. 14
Number and Operationsp. 15
Topicsp. 15
The Big Ideas for Number and Operationsp. 16
Open Questions for Prekindergarten-Grade 2p. 17
Open Questions for Grades 3-5p. 29
Open Questions for Grades 6-8p. 40
Parallel Tasks for Prekindergarten-Grade 2p. 48
Parallel Tasks for Grades 3-5p. 55
Parallel Tasks for Grades 6-8p. 65
Summing Upp. 72
Geometryp. 73
Topicsp. 73
The Big Ideas for Geometryp. 74
Open Questions for Prekindergarten-Grade 2p. 75
Open Questions for Grades 3-5p. 81
Open Questions for Grades 6-8p. 89
Parallel Tasks for Prekindergarten-Grade 2p. 97
Parallel Tasks for Grades 3-5p. 101
Parallel Tasks for Grades 6-8p. 106
Summing Upp. 110
Measurementp. 111
Topicsp. 111
The Big Ideas for Measurementp. 112
Open Questions for Prekindergarten-Grade 2p. 113
Open Questions for Grades 3-5p. 117
Open Questions for Grades 6-8p. 123
Parallel Tasks for Prekindergarten-Grade 2p. 126
Parallel Tasks for Grades 3-5p. 130
Parallel Tasks for Grades 6-8p. 135
Summing-Upp. 140
Algebrap. 141
Topicsp. 141
The Big Ideas for Algebrap. 142
Open Questions for Prekindergarten-Grade 2p. 143
Open Questions for Grades 3-5p. 146
Open Questions for Grades 6-8p. 151
Parallel Tasks for Prekindergarten-Grade 2p. 156
Parallel Tasks for Grades 3-5p. 158
Parallel Tasks for Grades 6-8p. 161
Summing Upp. 164
Data Analysis and Probabilityp. 165
Topicsp. 165
The Big Ideas for Data Analysis and Probabilityp. 166
Open Questions for Prekindergarten-Grade 2p. 167
Open Questions for Grades 3-5p. 172
Open Questions for Grades 6-8p. 175
Parallel Tasks for Prekindergarten-Grade 2p. 183
Parallel Tasks for Grades 3-5p. 186
Parallel Tasks for Grades 6-8p. 189
Summing Upp. 198
Conclusionsp. 199
The Need for Manageable Strategiesp. 199
Developing Open Questions and Parallel Tasksp. 200
The Benefits of These Strategiesp. 202
Appendix: Worksheet for Open Questions and Parallel Tasksp. 203
Glossaryp. 205
Bibliographyp. 215
Indexp. 219
Index of Subjects and Cited Authorsp. 219
Index of Big Ideasp. 221
About the Authorp. 223
Table of Contents provided by Ingram. All Rights Reserved.

This information is provided by a service that aggregates data from review sources and other sources that are often consulted by libraries, and readers. The University does not edit this information and merely includes it as a convenience for users. It does not warrant that reviews are accurate. As with any review users should approach reviews critically and where deemed necessary should consult multiple review sources. Any concerns or questions about particular reviews should be directed to the reviewer and/or publisher.

  link to old catalogue

Report a problem