Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning | 誠品線上

Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning

內容簡介

內容簡介 Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it's not about which one--it's about when--and show you how to design high-impact instruction so all students demonstrate more than a year's worth of mathematics learning for a year spent in school.That's a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie's synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When--through carefully constructed experiences--students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings.Deep learning phase: When--through the solving of rich high-cognitive tasks and rigorous discussion--students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency.Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.

作者介紹

作者介紹 Dr John Hattie has been Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, since March 2011. He was previously Professor of Education at the University of Auckland. Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. Nancy Frey, Ph.D., is Professor of Literacy in the Department of Educational Leadership at San Diego State University. Linda M. Gojak is a winner of the Presidential Award for Excellence in Science and Mathematics Teaching. She directed the Center for Mathematics and Science Education, Teaching, and Technology (CMSETT) at John Carroll University for 16 years. Sara Delano Moore is former Director of Mathematics and Science at ETA hand2mind. Dr Moore has taught mathematics and science in a wide range of settings in addition to serving as university faculty in teacher education. Since 2013 William Mellman has been the Vice Principal, Instructional Leader, and Internship Program Director at Health Sciences High and Middle College.

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