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Teaching Math at a Distance, Grades K-12: A Practical Guide to Rich Remote Instruction [Pehme köide]

  • Formaat: Paperback / softback, 280 pages, kõrgus x laius: 254x177 mm, kaal: 600 g
  • Sari: Corwin Mathematics Series
  • Ilmumisaeg: 23-Feb-2021
  • Kirjastus: Corwin Press Inc
  • ISBN-10: 1071837133
  • ISBN-13: 9781071837139
  • Formaat: Paperback / softback, 280 pages, kõrgus x laius: 254x177 mm, kaal: 600 g
  • Sari: Corwin Mathematics Series
  • Ilmumisaeg: 23-Feb-2021
  • Kirjastus: Corwin Press Inc
  • ISBN-10: 1071837133
  • ISBN-13: 9781071837139
Make Rich Math Instruction Come to Life Online

In an age when distance learning has become part of the "new normal," educators know that rich remote math teaching involves more than direct instruction, online videos, and endless practice problems on virtual worksheets.

Using both personal experience and those of teachers in real K-12 online classrooms, distance learning mathematics veteran Theresa Wills translates all we know about research-based, equitable, rigorous face-to-face mathematics instruction into an online venue.

This powerful guide equips math teachers to:

Build students agency, identity, and strong math communities



Promote mathematical thinking, collaboration, and discourse Incorporate rich mathematics tasks and assign meaningful homework and practice Facilitate engaging online math instruction using virtual manipulatives and other concrete learning tools Recognize and address equity and inclusion challenges associated with distance learning Assess mathematics learning from a distance

With examples across the grades, links to tutorials and templates, and space to reflect and plan, Teaching Math at a Distance offers the support, clarity, and inspiration needed to guide teachers through teaching math remotely without sacrificing deep learning and academic growth.  

Arvustused

"Theresa Wills offers so many practical ideas for distance learning along with clever tips from her many years of experience. The cornerstone of Theresas work is creating space for student voice and student choice, and this book is a gold mine of ideas and strategies. Theresas work has profoundly influenced my teaching practices in so many ways that make learning more enjoyable for teachers and students." -- Molly Rawding, Mathematics Coach/Specialist "If you feel hopeless and helpless about teaching mathematics online, stop now and read this book. Theresa Wills shares the benefits that come from online teaching and coaches you through the challenging parts. Learn to transfer what is best about your classroom environment into the online world and get to know your students and their learning even more than ever." -- Kimberly Morrow-Leong, Mathematics Education Specialist "As much of the country has been thrust into online learning with little preparation or professional development, Teaching Math at a Distance is just what our educators need. Dr. Theresa Willss wealth of experience and anecdotes provide an easy-to-read road map for distance learning. Even though I have been teaching for 18 years, I have discovered so many techniques in this book that I am excited to try within my new virtual classes." -- Melanie Dash, Mathematics Teacher "This book is a must-have! It provides wonderful ideas of how to teach math in a virtual setting and is practical and applicable to a wide range of grades. Many of the ideas can be utilized in face-to-face settings as well to help engage each and every student through the use of technology." -- Kevin Dykema, Eighth-Grade Mathematics Teacher "As a mathematics educator doing distance learning, I am continually searching for the best practices and tools for teaching and learning in this setting . . . and there are always too many tabs open. Its time to close the tabs and open Dr. Theresa Willss book. Full of practical strategies and written with a can-do attitude about engaging students remotely in rich mathematics instruction, this is a must-read for any math teacher who seeks to promote student agency, to make thinking visible, and to continue to reach all learners even at a distance." -- Beth Terry, Mathematics Coach "What a remarkable resource! It provides guidance on everything from how to be more effective and efficient at setting norms and managing the logistics of using microphones and video, to much more complex concerns around student access, agency, and equity! Its beautiful to see through Theresa Willss work that all of the characteristics of quality math instruction can live in the virtual math classroom." -- Jennifer Lempp "Theresa Wills provides clear, concrete, research-based practices that will help any teacher engage students in distance learning settings! This book provides easy-to-use practices and frameworks that keep the focus on mathematical sense-making and rich problem solving. Whether you are new with distance learning or an experienced veteran, Teaching Math at a Distance will expand your math distance teaching vocabulary in productive ways!" -- Michael D. Steele, Professor, Mathematics Education

Preface xiii
Acknowledgments xix
About the Author xxi
Introduction 1(16)
PART I GETTING READY
17(74)
Chapter 1 Setting The Stage For The Virtual Math Classroom
19(16)
Instructional Delivery
20(1)
Equitable Learning Online
21(6)
Hardware and Gadgets
21(1)
Internet Speed
22(2)
Things Within a Student's Control
24(1)
Things Outside a Student's Control
25(2)
Closing the Gap on Materials and Resources
27(1)
Technology Tools
27(1)
Learning Management Systems
27(1)
Third-Party Websites and Tools
27(1)
Interactive Slides
28(1)
Videoconferencing Tools
28(1)
Technology Implementation
28(6)
Reflect and Reimaglne
34(1)
Chapter 2 Setting Norms For The Virtual Math Classroom
35(22)
Safety
37(2)
Be a Cyber Hero When Someone Needs Help
37(1)
Only Use Approved Websites
38(1)
Do Not Drive During Instruction
39(1)
Kindness and Community
39(2)
Patience and Encouragement
39(1)
Remember That Missteaks Happen--Use Ctrl-Z
40(1)
Update Your Profile Picture
41(1)
Student Agency
41(3)
Student Agency Through Discussion
42(1)
Student Agency Through Choice
43(1)
Student Agency Through Small Groups
43(1)
Student Agency Requires Time and Planning
44(1)
Focus and Productivity
44(2)
Turn Off Streaming Devices
45(1)
Remember, We Are Recording
45(1)
Reduce or Eliminate Background Noise
46(1)
Mute Your Mic In Large Groups
46(1)
Lesson Workflow
46(2)
Use a Virtual Parking Lot
46(1)
Be Prepared for Class
47(1)
Raise Your Hand to Speak
47(1)
Share New Ideas Using the Mic
48(1)
Prepare for Late Student Arrival
48(1)
Small-Group Instruction and Breakout Sessions
48(4)
Leave Your Mic Active
50(1)
Talk Before Typing
51(1)
Decide on Roles and Responsibilities
51(1)
Announce When AFK (Away From Keyboard)
52(1)
Materials and Manipulative Management
52(2)
Make a Copy Before Modifying
52(1)
Allow for Flexible Collaboration
53(1)
Keep Materials Off the Slide
53(1)
Reflect and Reimagine
54(3)
Chapter 3 Incorporating Manipulatives In The Virtual Math Classroom
57(12)
Planning for Virtual Manipulatives
58(1)
Finding Virtual Manipulatives
58(1)
Selecting Virtual Manipulatives
58(1)
Evaluating for Instructional Purpose
59(1)
User-Friendliness and Accessibility
59(1)
Application to Mathematical Goals and Student Learning
60(1)
Integrating Physical and Virtual Tools
60(7)
Using Physical Manipulatives and Drawings
62(1)
Using Virtual Tools
63(2)
Allowing for Representations
65(2)
Balancing Manipulative Use
67(1)
Reflect and Reimagine
67(2)
Chapter 4 Selecting Activities For The Virtual Math Classroom
69(22)
Student-Led Math Show-and-Tell
71(3)
Number Routines
74(4)
Math Congress
78(3)
Rich Tasks
81(4)
Small-Group Guided Instruction
85(2)
Games
87(3)
Reflect and Reimagine
90(1)
PART II FACILITATING INSTRUCTION
91(112)
Chapter 5 Strategies To Build Strong Math Communities
93(16)
Using Your Morning Meeting
95(3)
Using Icebreakers and Attendance Routines
98(3)
Learning to Love the Microphone
101(2)
Using Breakout Rooms
103(1)
Well-Being Check-in
104(3)
Reflect and Reimagine
107(2)
Chapter 6 Strategies To Promote Student Thinking
109(24)
Making Student Thinking Visible
109(3)
Visual Polling
112(2)
Class Notebook
114(1)
Whole-Class Exit Tickets
115(2)
Respond and Code
117(2)
Multiple-Choice Corners
119(1)
Defend Your Choice
120(2)
Tweet Board
122(2)
Tweet Board Sort
124(1)
Dump and Develop
125(2)
Mine, Yours, Ours
127(2)
Blank Slides
129(2)
Reflect and Reimagine
131(2)
Chapter 7 Strategies To Facilitate Common Routines Online
133(18)
Choral Counting
135(3)
Same But Different
138(2)
Estimation
140(3)
Which One Doesn't Belong?
143(3)
Slow Reveal Graphs
146(4)
Reflect and Reimagine
150(1)
Chapter 8 Facilitating Mathematical Discourse Online Through Rich Tasks
151(30)
Select the Objective and Identify the Task
152(3)
Anticipate Student Strategies and Technology Use
155(3)
Launch the Task
158(2)
Allow for Work Time
160(1)
Monitor Group Time
161(10)
Select and Sequence Student Work and Design Discussion Questions
171(2)
Using Many Representations
172(1)
Creating a Connections Map
172(1)
Connect Student Work to the Math Goal
173(6)
Dynamic Math Talk
174(5)
Summarize the Task
179(1)
Reflect and Reimagine
180(1)
Chapter 9 Learning Stations
181(22)
Preparing for Breakout Groups
181(3)
Start Slow and Add on Responsibility
182(1)
Group Slides
182(1)
Naming Conventions
183(1)
Title Screens
183(1)
Implementing Learning Stations
184(7)
Begin With Whole-Class Number Routines
185(1)
Types of Learning Stations
185(5)
End With Whole-Class Check for Understanding
190(1)
Learning Stations in Action
191(11)
Reflect and Reimagine
202(1)
PART III Consolidating And Assessing Learning
203(34)
Chapter 10 Assessment
205(14)
Formative Assessment
205(10)
Summative Assessment
215(2)
Reflect and Reimagine
217(2)
Chapter 11 Strategies For Effective Homework
219(18)
Multimedia Homework
220(6)
3-Act Video
222(2)
Esti-Mysteries
224(2)
Flipped Classroom
226(3)
Data as a Driver
229(2)
One Problem Before Many
231(2)
Homework as a Checkpoint
233(2)
Reflect and Reimagine
235(2)
GO AND MAKE A DIFFERENCE
237(6)
Start Slow
237(2)
Use Technology to Keep the Lesson Student Centered
239(1)
Keep the Slides Empty
240(1)
Make Once, Use Seven Times
240(1)
Keep Pedagogy at the Forefront
241(1)
Reflect and Reimagine
242(1)
References 243(4)
Index 247
Theresa Wills, PhD, is an assistant professor of mathematics education in the School of Education at George Mason University, where she works with inservice mathematics specialists and preservice elementary and secondary teachers. Theresa has taught synchronous online classes and webinars since 2010 and researches teaching practices that are adaptable to the online environment. She is a former classroom teacher, and math coach who still volunteers weekly in K12 classrooms.