Teaching Student-Centered Mathematics (3^rd Ed.) Developmentally Appropriate Instruction for Grades 6-8 (Volume 3)

Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134090691.

Helping students make connections between mathematics and their worlds?and helping them feel empowered to use math in their lives?is the focus of this widely popular guide. Designed for classroom teachers, the book focuses on specific grade bands and includes information on creating an effective classroom environment, aligning teaching to various standards and practices, such as the Common Core State Standards and NCTM?s teaching practices, and engaging families. The first portion of the book addresses how to build a student-centered environment in which children can become mathematically proficient, while the second portion focuses on practical ways to teach important concepts in a student-centered fashion. The new edition features a corresponding Enhanced Pearson eText version with links to embedded videos, blackline masters, downloadable teacher resource and activity pages, lesson plans, activities correlated to the CCSS, and tables of common errors and misconceptions.

Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:

• NEW! Embedded videos. The Enhanced Pearson eText now includes links to videos throughout the text that provide examples of students' misconceptions, expand on key concepts, and demonstrate how to implement strategies and techniques in real classrooms.
• NEW! Downloadable Teacher Resource and Activity Pages that support teaching activities such as formative assessment and team-building are now available in the Enhanced Pearson eText at the point of use.
• NEW! Downloadable Blackline Masters in Part 2 Chapters. Readers may download Blackline Masters that support the activities and Expanded Lessons by clicking on hyperlinks embedded in the Enhanced Pearson eText. Appendix E includes a list of the Blackline Masters and a thumbnail version of each.

• Part 1: Establishing a Student-Centered Environment
• 1 Setting a Vision for Learning High-Quality Mathematics 
• 2 Teaching Mathematics through Problem Solving 
• 3 Creating Assessments for Learning 
• 4 Differentiating Instruction 
• 5 Teaching Culturally and Linguistically Diverse Children 
• 6 Planning, Teaching, and Assessing Children with Exceptionalities 
• 7 Collaborating with Families and Other Stakeholders
• Part 2: Teaching Student-Centered Mathematics
• 8 Fraction Concepts and Computation
• 9 Decimal Concepts and Computation
• 10 The Number System 
• 11 Ratios and Proportional Relationships 
• 12 Algebraic Thinking: Expressions, Equations, and Functions 
• 13 Developing Geometry Concepts 
• 14 Exploring Measurement Concepts 
• 15 Working with Data and Doing Statistics 
• 16 Investigating Concepts of Probability
• Appendix A Common Core State Standards: Standards for Mathematical Practice
• Appendix B Common Core State Standards: Grades 6—8 Critical Content Areas and Overviews 
• Appendix C Mathematics Teaching Practices: NCTM Principles to Actions (2014) 
• Appendix D Activities at a Glance: Volume III 
• Appendix E Guide to Blackline Masters 
• References 
• Index 

The late John A. Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a mathematics education consultant who regularly gave professional development workshops for K—8 teachers in the United States and Canada. He visited and taught in elementary school classrooms and worked with teachers to implement student-centered math lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K—6 series and contributed to the Pearson School mathematics program, enVisionMATH. In addition, he wrote numerous chapters and articles for the National Council of Teachers of Mathematics (NCTM) books and journals and was very active in NCTM, including serving on the Board of Directors, as the chair of the Educational Materials Committee, and as a frequent speaker at national and regional meetings.

LouAnn H. Lovin is a professor of mathematics education at James Madison University (Virginia). She co-authored the first edition of the Teaching Student - Centered Mathematics Professional Development Series with John A. Van de Walle as well as Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners, 2nd Edition with David Allsopp and Sarah Vaningen. LouAnn taught mathematics to middle and high school students before transitioning to pre-K—grade 8. For almost twenty years, she has worked in pre-K through grade 8 classrooms and engaged with teachers in professional development as they implement a studentcentered approach to teaching mathematics. She has published articles in Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Teaching Exceptional Children and has served on NCTM’s Educational Materials Committee. LouAnn’s research on teachers’ mathematical knowledge for teaching has focused most recently on the developmental nature of prospective teachers’ fraction knowledge.

Karen S. Karp is at the School o