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Productive mathematical discussions lead to students who can think, reason and engage effectively in quantitative problem solving, characteristics which are much needed but may not routinely emerge from our classrooms. So just how can teachers create such discussions?

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Visible Learning for Mathematics: What Works Best to Optimize Student Learning

Visible Learning for Mathematics
John Hattie, Douglas Fisher, Nancy Frey

Effective teaching is the goal of every teacher of mathematics. How do you know that your teaching is effective? What strategies should you choose? What tasks?

 

Six reputable educators, including Professor John Hattie, explain their understanding of the learning cycle in mathematics. The cycle begins with ‘surface learning’, where students explore new concepts and develop the procedural skills and vocabulary needed for understanding. The next phase is ‘deep learning’ where students make connections between concepts, generalise, and apply and practice procedural skills with fluency. The ‘transfer stage’ is reached when students can independently plan, investigate and elaborate by applying their knowledge to new mathematical situations.

 

To support this rich development of learning, there are many practical classroom suggestions: cues for intervention, prompting questions, feedback strategies, ways to guide purposeful mathematical conversations. There are sample tasks scattered throughout, with commentary on the thinking behind their development. Possible approaches are explained simply, with examples of classroom conversations and methods of intervention. There are online videos for all chapters, accessed by QR codes.

 

By presenting current research to guide practice in the classroom, mathematics learning can become truly visible, to both students and teachers.

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ISBN-13: 978-1-5063-6294-6
Year Levels: F - 12
Publisher: CORWIN
Page Count: 269
Cover type: Soft cover
Publication date: 2016
Product number: ECA020
Keywords: Teacher professional reading

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