Elementary and Middle School Mathematics: Teaching Developmentally, Global Edition

Dr. John A. Van de Walle (1943 to 2006) was a professor emeritus at Virginia Commonwealth University. He was a leader in mathematics education who regularly gave professional development workshops for K to 8 teachers in the United States and Canada focused on mathematics instruction that engaged students in mathematical reasoning and problem solving. He visited and taught in many classrooms and worked with teachers to implement student-centered mathematics lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K-6 series and contributed to the original Pearson School mathematics program, enVisionMATH. Additionally, John was very active in the National Council of Teachers of Mathematics (NCTM), writing book chapters and journal articles, serving on the board of directors, chairing the educational materials committee, and speaking at national and regional meetings. Dr. Karen S. Karp is a professor at Johns Hopkins University (Maryland). Previously, she was a professor of mathematics education at the University of Louisville for more than twenty years. Prior to entering the field of teacher education, she was an elementary school teacher in New York. She is the coauthor of Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for grades K-6, the three-book series The Math Pact: Achieving Instructional Cohesion within and Across Grades, and the What Works Clearinghouse Practice Guide on Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades. She is a former member of the board of directors for the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators. In 2020, she received the NCTM Lifetime Achievement Award and in 2021 became a member of the United States National Committee on Mathematics Instruction. She continues to work in classrooms to support teachers in ways to instruct students with special needs in math. Dr. Jennifer Bay-Williams is a professor at the University of Louisville. She is a leader in mathematics education, continually working to support mathematics instruction. Beyond her work on this book and the related Teaching Student Centered Mathematics book series, Jennifer has most recently authored a book series called Figuring out Fluency in Mathematics K-12 and Math Fact Fluency: 60+ Games and Assessment Tools to Help Learning and Retention. For teacher leaders, she has authored Everything You Need for Mathematics Coaching. In the area of financial literacy, she authored a three-book series titled On the Money. Over the years, Jennifer has taught elementary, middle, and high school in the U.S. and in Peru. She continues to work with teachers around the world and in her local school districts to support their work. Jennifer has been actively involved in NCTM, NCSM, AMTE, and TODOS: Mathematics for All. Currently she is serving as an associate editor for Mathematics Teacher: Learning and Teaching in preK-12. About the contributor Dr. Jonathan Wray is the technology contributor to Elementary and Middle School Mathematics, Teaching Developmentally (6th through 11th editions). He is the Coordinator for Secondary Mathematics in the Howard County Public School System. He has served as the president of the Association of Maryland Mathematics Teacher Educators (AMMTE) and the Maryland Council of Teachers of Mathematics (MCTM) and manager of the Elementary Mathematics Specialists and Teacher Leaders (EMS & TL) Project. Jon also served as an elected member of the National Council of Teachers of Mathematics (NCTM) Board of Directors (2012 to 2015). He has been recognized for his expertise in infusing technology in mathematics teaching and was named an outstanding technology leader in education by the Maryland Society for Educational Technology (MSET). Jon is the recipient of the 2020 Ross Taylor / Glen Gilbert National Mathematics Leadership Award given by the National Council of Supervisors of Mathematics.

PART I: Teaching Mathematics Developmentally: Big Ideas and Research-Based Practices

Teaching to Build Confident and Competent Mathematics Learners
Exploring What It Means to Know and Do Mathematics
Teaching Problem-based Mathematics
Planning in the Problem-Based Classroom
Creating Assessments for Learning
Teaching Mathematics Equitably to All Students

PART II: Teaching Mathematics Developmentally: Concepts and Procedures in PreK-8

Developing Early Number Concepts and Number Sense
Developing Meanings for the Operations
Developing Basic Fact Fluency
Developing Whole-Number Place-Value Concepts
Developing Strategies for Addition and Subtraction Computation
Developing Strategies for Multiplication and Division Computation
Algebraic Thinking
Developing Fraction Concepts
Developing Fraction Operations
Developing Decimal and Percent Concepts and Decimal Computation
Ratios and Proportional Reasoning
Developing Measurement Concepts
Developing Geometric Thinking and Geometric Concepts
Developing Concepts of Data and Statistics
Exploring Concepts of Probability
Developing Concepts of Exponents, Negative Numbers, and Real Numbers

APPENDICES

Standards for Mathematical Practice
NCTM Mathematics Teaching Practices from Principles to Actions
Guide to Blackline Masters
Activities at a Glance