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PAPERBACK + PDF your price: $12.00 add to cart PAPERBACK list:$10.00 Web:$9.00 add to cart PDF BOOK your price: $8.00 add to cart PDF CHAPTERS your price: $1.30 select Rights & Permissions Free Resources PDF EXECUTIVE SUMMARY Display this book on your site! Related Titles Adding It Up: Helping Children Learn Mathematics Taking Science to School: Learning and Teaching Science in Grades K-8 Other Related Titles Helping Children Learn Mathematics (2002) Center for Education (CFE) Web Search Builder Use this book's key terms to search within this book, across our collection, or across the Web. Skim This Chapter Skim this chapter and use this chapter's key terms to search within this book. Reference Finder Paste in your own text to find books that relate to your topic. Page 37   E-mail  Facebook  Digg  Stumble  Twitter More The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. What Can Teachers Do? Be committed to the idea that all children can become proficient in math. Develop and deepen your understanding of math, of student thinking, and of techniques that promote math proficiency. Emphasize to policy makers, administrators, parents, and students the need for and the achievability of math proficiency. Use an instructional program and materials that, based on the best available scientific evidence, support the development of math proficiency. Teach mathematics for a sufficient amount of time (e.g., an hour a day). Attend professional development activities that integrate math, student thinking, and instructional techniques. Advocate for ongoing, sustained, coherent professional development activities that support teaching for math proficiency. Organize and participate in study groups at your school that focus on teaching practice. Engage in conversations with colleagues about developing proficiency and about students and their math proficiency. Become a mentor to a colleague learning to teach for math proficiency. Page 37 Front Matter (R1-R8) Overview (1-1) Introduction (2-7) What Does It Mean to Be Successful in Mathematics? (8-23) How Does School Mathematics Need to Change for All Students to Become Mathematically Proficient? (24-33) What Can Parents and Caregivers Do? (34-36) What Can Teachers Do? (37-37) What Can Administrators Do? (38-38) What Can Policy Makers Do? (39-39) Notes and Credits (40-42)

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Helping Children Learn Mathematics What Can Teachers Do? Be committed to the idea that all children can become proficient in math. Develop and deepen your understanding of math, of student thinking, and of techniques that promote math proficiency. Emphasize to policy makers, administrators, parents, and students the need for and the achievability of math proficiency. Use an instructional program and materials that, based on the best available scientific evidence, support the development of math proficiency. Teach mathematics for a sufficient amount of time (e.g., an hour a day). Attend professional development activities that integrate math, student thinking, and instructional techniques. Advocate for ongoing, sustained, coherent professional development activities that support teaching for math proficiency. Organize and participate in study groups at your school that focus on teaching practice. Engage in conversations with colleagues about developing proficiency and about students and their math proficiency. Become a mentor to a colleague learning to teach for math proficiency.

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student thinking