MARC record from Internet Archive

LEADER: 03983cam 22003858i 4500
001 9925253900901661
005 20161121154916.3
008 160829t20172017caua b 001 0 eng
010 $a 2016028957
020 $a9781506362946 (pbk. : alk. paper)
020 $a150636294X (pbk. : alk. paper)
035 $a40026599225
035 $a(OCoLC)953441929
035 $a(OCoLC)ocn953441929
040 $aDLC$beng$erda$cDLC$dBTCTA$dBDX$dYDXCP$dOCLCO$dOCLCF$dOQX$dMNW
042 $apcc
050 00 $aQA16$b.H38 2017
082 00 $a510.71/2$223
100 1 $aHattie, John,$eauthor.
245 10 $aVisible learning for mathematics, grades K-12 :$bwhat works best to optimize student learning /$cJohn Hattie, Douglas Fisher, Nancy Frey, Linda M. Gojak, Sara Delano Moore, William Mellman.
264 1 $aThousand Oaks, California :$bCorwin,$c[2017]
264 4 $c℗♭2017
300 $axxvii, 269 pages :$billustrations ;$c23 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references and index.
505 0 $aMake learning visible in mathematics. Forgetting the past -- What makes for good instruction? -- The evidence base -- Noticing what does and does not work -- Direct and dialogic approaches to teaching and learning -- The balance of surface, deep, and transfer learning -- Surface, deep, and transfer learning working in concert -- Making learning visible starts with teacher clarity. Learning intentions for mathematics -- Success criteria for mathematics -- Preassessments -- Mathematical tasks and talk that guide learning. Making learning visible through appropriate mathematical tasks -- Making learning visible through mathematical talk -- Surface mathematics learning made visible. The nature of surface learning -- Selecting mathematical tasks that promote surface learning -- Mathematical talk that guides surface learning -- Mathematical talk and metacognition -- Strategic use of vocabulary instruction -- Strategic use of manipulatives for surface learning -- Strategic use of spaced practice with feedback -- Strategic use of mnemonics -- Deep mathematics learning made visible. The nature of deep learning -- Selecting mathematical tasks that promote deep learning -- Mathematical talk that guides deep learning -- Mathematical thinking in whole class and small group discourse -- Small group collaboration and discussion strategies -- Whole class collaboration and discourse strategies -- Using multiple representations to promote deep learning -- Strategic use of manipulatives for deep learning -- Making mathematics learning visible through transfer learning. The nature of transfer learning -- The paths for transfer: low-road hugging and high-road bridging -- Selecting mathematical tasks that promote transfer learning -- Conditions necessary for transfer learning -- Metacognition promotes transfer learning -- Mathematical talk that promotes transfer learning -- Helping students connect mathematical understandings -- Helping students transform mathematical understandings -- Assessment, feedback, and meeting the needs of all learners. Assessing learning and providing feedback -- Meeting individual needs through differentiation -- Learning from what doesn't work -- Visible mathematics teaching and visible mathematics learning -- Appendices. A. Effect sizes -- B. Standards for mathematical practice -- C. A selection of international mathematical practice or process standards -- D. Eight effective mathematics teaching practices -- E. Websites to help make mathematics learning visible.
650 0 $aMathematics$xStudy and teaching (Elementary)
650 0 $aMathematics$xStudy and teaching (Secondary)
650 0 $aEffective teaching.
650 0 $aStudent-centered learning.
653 $aVisible learning
947 $cBOOK$fBOOK-COLS-SCI$g36.95$hCIRCSTACKS$lNULS$n882372$o161202$p35.10$q1$r31786102959936
980 $a40026599225