Creating a Language-Rich Math Class

Creating a Language-Rich Math Class : Strategies and Activities for Building Conceptual Understanding

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What meanings do your students have for key mathematics concepts? What meanings do you wish them to have? Creating a Language-Rich Math Class offers practical approaches for developing conceptual understandings by connecting concrete, pictorial, verbal, and symbolic representations. The focus is on making mathematics memorable instead of on memorizing. You'll learn strategies for introducing students to math language that gives meaning to the terms and symbols they use everyday; for building flexibility and precision in students' use of math language; and for structuring activities to make them more language-rich. Book Features: * Detailed directions for sample games and activities for immediate classroom use; * Investigations to Try and Questions for Reflection to assist in implementing these ideas into your practice; * Graphic organizer for helping students first understand, solve, and defend their solutions to word problems; * Blackline masters of game cards and puzzles (also available at more

Product details

  • Hardback | 135 pages
  • 174 x 246 x 12.7mm | 430g
  • Taylor & Francis Ltd
  • London, United Kingdom
  • English
  • 106 black & white illustrations, 15 black & white tables
  • 1138916285
  • 9781138916289

Review quote

"Having worked with Dr. Atkins in an elementary math classroom, I observed how her approach built conceptual understandings and mathematical connections for students. These practices build the foundation for true mathematical proficiency." --Dana McCauley, Ed.D., Teaching Principal, Crellin Elementary School, MD "If you want to get to the root cause of students' misconceptions, misunderstandings and disconnects associated with their mathematical thinking, this book is your go-to-guide. This powerful resource doesn't offer rules, gimmicks, or tricks to help in sustaining students understanding, but rather provides clear and precise strategies and investigations that will help with creating and navigating a language-rich classroom. The use of this well-organized and detailed book will certainly result in learning for all stakeholders in the classroom, students as well as teachers." --Melinda Hamilton, Instructional Coach of Professional Development Services and Former Secondary Math Teacher of Orange County Public Schools, FL "This book shows the importance of listening--really listening--to what students tell us are their understandings of mathematics. The strategies Dr. Atkins shares for gaining this important information are described in such detail that it's easy to envision using them. I'll recommend this easy read to teachers often in the coming years." --Lori Williams, Ph.D., K-12 Math Specialist, Manitowoc Public School District, WIshow more

About Sandra L. Atkins

Sandra L. Atkins is committed to finding those 'AHA moments' when mathematical connections are made by teachers and students. She currently works with school districts across the United States through her company, Creating more

Table of contents

eResources About the Author Acknowledgments Introduction: Language? It's Mathematics! Chapter 1: What Are They Really Thinking? Determining the Meaning Kids Have for Terms Chapter 2: Investigating Symbolic Decoding vs. Conceptual Language Chapter 3: Understanding the Meaning of the Operations Division * Partitive Division (Partitioning) * Quotitive Division (Quotitioning) Multiplication * Equal Grouping Model * Array Model * Area Model * Scaling Subtraction * Removal * Comparison * Difference as Distance Addition * Joining * Part-Part-Total Chapter 4: Tips for Creating a Language-Rich Math Class Consider Sitting Down Are you sure? How did you get your answer? Don't Be the Answer Key Ask a question to help them change their mind Think, Pair, Share-Tell me what your partner said Have students use four representations (Concrete, Pictorial, Verbal, Symbolic) whenever possible Conceptual Language versus Symbolic Decoding Building and Using Language Chapter 5: Purposefully Choose and Use Materials Subitizing Ten Frame Domino Match Increasing the Cognitive Demand of the Experience Combinations for Ten Using materials to build conceptual understandings Chapter 6: Changing the Order for Introducing Mathematical Language: Experience then Name Experience First-A Look at Symmetry Area Investigations Chapter 7: Structuring Activities to Make Language-Rich Tangram Communication Activity Memory or Concentration Type Activities Chapter 8: Building Precision and Flexibility in Using Mathematical Language Chapter 9: Making Sense of Word Problems: Developing Independent Problem Solvers Beware of Key Words Building Independent Problem Solvers Problem Solving Graphic Organizer The Word Problem Solving Process Sample Problem 1-Introducing the Process Debriefing Problems-Sample Problem 2 Sample Problem 3-Don't let your past interfere with the students' problem solving Conclusion: Giving students the Gift of Time Blackline Masters Ten Frame Dominos Sample Concentration Game Cards Tangram Piece Master Sample Tangram Puzzles Sample "I Have...Who Has?" Cards Word Problem Graphic Organizer Sample Word Problemsshow more

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