Preface |
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xiii | |
Acknowledgments |
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xix | |
About the Author |
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xxi | |
Introduction |
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1 | (16) |
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17 | (74) |
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Chapter 1 Setting The Stage For The Virtual Math Classroom |
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19 | (16) |
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20 | (1) |
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Equitable Learning Online |
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21 | (6) |
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21 | (1) |
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22 | (2) |
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Things Within a Student's Control |
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24 | (1) |
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Things Outside a Student's Control |
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25 | (2) |
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Closing the Gap on Materials and Resources |
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27 | (1) |
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27 | (1) |
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Learning Management Systems |
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27 | (1) |
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Third-Party Websites and Tools |
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27 | (1) |
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28 | (1) |
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28 | (1) |
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Technology Implementation |
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28 | (6) |
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34 | (1) |
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Chapter 2 Setting Norms For The Virtual Math Classroom |
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35 | (22) |
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37 | (2) |
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Be a Cyber Hero When Someone Needs Help |
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37 | (1) |
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Only Use Approved Websites |
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38 | (1) |
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Do Not Drive During Instruction |
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39 | (1) |
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39 | (2) |
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Patience and Encouragement |
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39 | (1) |
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Remember That Missteaks Happen--Use Ctrl-Z |
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40 | (1) |
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Update Your Profile Picture |
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41 | (1) |
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41 | (3) |
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Student Agency Through Discussion |
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42 | (1) |
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Student Agency Through Choice |
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43 | (1) |
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Student Agency Through Small Groups |
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43 | (1) |
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Student Agency Requires Time and Planning |
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44 | (1) |
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44 | (2) |
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Turn Off Streaming Devices |
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45 | (1) |
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Remember, We Are Recording |
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45 | (1) |
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Reduce or Eliminate Background Noise |
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46 | (1) |
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Mute Your Mic In Large Groups |
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46 | (1) |
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46 | (2) |
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Use a Virtual Parking Lot |
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46 | (1) |
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47 | (1) |
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47 | (1) |
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Share New Ideas Using the Mic |
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48 | (1) |
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Prepare for Late Student Arrival |
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48 | (1) |
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Small-Group Instruction and Breakout Sessions |
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48 | (4) |
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50 | (1) |
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51 | (1) |
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Decide on Roles and Responsibilities |
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51 | (1) |
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Announce When AFK (Away From Keyboard) |
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52 | (1) |
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Materials and Manipulative Management |
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52 | (2) |
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Make a Copy Before Modifying |
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52 | (1) |
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Allow for Flexible Collaboration |
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53 | (1) |
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Keep Materials Off the Slide |
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53 | (1) |
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54 | (3) |
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Chapter 3 Incorporating Manipulatives In The Virtual Math Classroom |
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57 | (12) |
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Planning for Virtual Manipulatives |
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58 | (1) |
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Finding Virtual Manipulatives |
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58 | (1) |
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Selecting Virtual Manipulatives |
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58 | (1) |
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Evaluating for Instructional Purpose |
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59 | (1) |
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User-Friendliness and Accessibility |
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59 | (1) |
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Application to Mathematical Goals and Student Learning |
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60 | (1) |
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Integrating Physical and Virtual Tools |
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60 | (7) |
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Using Physical Manipulatives and Drawings |
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62 | (1) |
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63 | (2) |
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Allowing for Representations |
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65 | (2) |
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Balancing Manipulative Use |
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67 | (1) |
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67 | (2) |
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Chapter 4 Selecting Activities For The Virtual Math Classroom |
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69 | (22) |
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Student-Led Math Show-and-Tell |
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71 | (3) |
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74 | (4) |
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78 | (3) |
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81 | (4) |
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Small-Group Guided Instruction |
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85 | (2) |
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87 | (3) |
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90 | (1) |
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PART II FACILITATING INSTRUCTION |
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91 | (112) |
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Chapter 5 Strategies To Build Strong Math Communities |
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93 | (16) |
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Using Your Morning Meeting |
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95 | (3) |
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Using Icebreakers and Attendance Routines |
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98 | (3) |
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Learning to Love the Microphone |
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101 | (2) |
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103 | (1) |
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104 | (3) |
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107 | (2) |
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Chapter 6 Strategies To Promote Student Thinking |
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109 | (24) |
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Making Student Thinking Visible |
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109 | (3) |
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112 | (2) |
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114 | (1) |
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115 | (2) |
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117 | (2) |
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119 | (1) |
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120 | (2) |
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122 | (2) |
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124 | (1) |
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125 | (2) |
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127 | (2) |
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129 | (2) |
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131 | (2) |
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Chapter 7 Strategies To Facilitate Common Routines Online |
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133 | (18) |
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135 | (3) |
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138 | (2) |
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140 | (3) |
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Which One Doesn't Belong? |
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143 | (3) |
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146 | (4) |
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150 | (1) |
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Chapter 8 Facilitating Mathematical Discourse Online Through Rich Tasks |
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151 | (30) |
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Select the Objective and Identify the Task |
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152 | (3) |
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Anticipate Student Strategies and Technology Use |
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155 | (3) |
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158 | (2) |
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160 | (1) |
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161 | (10) |
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Select and Sequence Student Work and Design Discussion Questions |
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171 | (2) |
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Using Many Representations |
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172 | (1) |
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Creating a Connections Map |
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172 | (1) |
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Connect Student Work to the Math Goal |
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173 | (6) |
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174 | (5) |
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179 | (1) |
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180 | (1) |
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Chapter 9 Learning Stations |
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181 | (22) |
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Preparing for Breakout Groups |
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181 | (3) |
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Start Slow and Add on Responsibility |
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182 | (1) |
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182 | (1) |
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183 | (1) |
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183 | (1) |
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Implementing Learning Stations |
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184 | (7) |
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Begin With Whole-Class Number Routines |
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185 | (1) |
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Types of Learning Stations |
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185 | (5) |
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End With Whole-Class Check for Understanding |
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190 | (1) |
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Learning Stations in Action |
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191 | (11) |
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202 | (1) |
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PART III Consolidating And Assessing Learning |
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203 | (34) |
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205 | (14) |
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205 | (10) |
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215 | (2) |
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217 | (2) |
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Chapter 11 Strategies For Effective Homework |
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219 | (18) |
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220 | (6) |
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222 | (2) |
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224 | (2) |
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226 | (3) |
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229 | (2) |
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231 | (2) |
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233 | (2) |
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235 | (2) |
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237 | (6) |
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237 | (2) |
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Use Technology to Keep the Lesson Student Centered |
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239 | (1) |
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240 | (1) |
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Make Once, Use Seven Times |
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240 | (1) |
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Keep Pedagogy at the Forefront |
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241 | (1) |
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242 | (1) |
References |
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243 | (4) |
Index |
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247 | |