ISBN-10:
1625310889
ISBN-13:
9781625310880
Pub. Date:
02/26/2018
Publisher:
Stenhouse Publishers
Number Sense Routines: Building Mathematical Understanding Every Day in Grades 3-5

Number Sense Routines: Building Mathematical Understanding Every Day in Grades 3-5

by Jessica F. Shumway
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Overview

Upper elementary teachers have a big job: to help students deepen their mathematical understanding and become more efficient mathematicians. Number Sense Routines: Developing Mathematical Understanding Every Day in Grades 3-5 is about tapping into every child's innate number sense and providing daily, connected experiences that are responsive to children’s learning needs.
Through familiar five-, ten-, or fifteen-minute warm-up routines, author Jessica Shumway offers both beginner and veteran teachers easy and effective ways to build and solidify students’ number sense foundations. No matter how familiar the routine, Jessica infuses each with new joy, depth, and life. She reveals the careful thinking and planning that goes into each routine and provides detailed vignettes and dialogues of how they unfold in real classrooms. She gives teachers a clear view into her nuanced facilitation. Each routine becomes an exciting opportunity to understand where students are in their understanding and to help students articulate and extend their mathematical thinking.
Not only will these routines help develop students’ mathematical understanding as they move towards using standard algorithms, but teachers will learn to better recognize the big ideas that emerge in discussions, how to encourage important strategies based in number sense, and how to facilitate discussions on key mathematical concepts.
 
 

Product Details

ISBN-13: 9781625310880
Publisher: Stenhouse Publishers
Publication date: 02/26/2018
Edition description: New Edition
Pages: 140
Sales rank: 233,092
Product dimensions: 7.90(w) x 9.80(h) x 0.60(d)
Age Range: 8 - 10 Years

About the Author

Jessica Shumway has worked as a second-, third-, and fourth-grade classroom teacher and as a mathematics coach for teachers of Pre-K-through fifth grade in Texas and Virginia. She is currently an assistant professor of mathematics education at Utah State University.

During Jessica’s undergraduate years at the George Washington University, she volunteered at an elementary school and a high school in Washington, D.C. She tutored students in math and English and found that she really looked forward to her time in the schools and with the students. "The more I was in the schools and the more I inquired about teaching, I realized that I wanted to be a part of such an important profession." Jessica says that she became a teacher because teaching is a meaningful and challenging profession. "It is true hands-on, active work in which there is never a dull moment. As a teacher, you really get to know and understand a group of young people. You get to watch them grow and reach their goals."

She admits that she sort of stumbled upon math education as her area of focus: "I always liked math, but was never really passionate about it or thought about pursuing it beyond college requirements--until I became a teacher. The first time I learned to use base-ten blocks for instruction, I realized that I never had a visual representation in my mind of how our base-ten, place-value number system works. When I went through Cognitively Guided Instruction training, I was floored by kindergartners' strategies in solving multiplication and division problems. Each year as I learned more and more about students' learning trajectories in number sense and understood how the tasks I created for math lessons highlight big ideas for kids to construct themselves, I was hooked!"

Jessica now conducts research focused on understanding and improving early childhood mathematics education and works hard to instill a love of mathematics teaching to her undergraduate students. She lives in the small town of Logan, Utah, and enjoys outdoor adventures with her husband and their three young boys. 

Table of Contents

Foreword vii

Acknowledgments xi

Introduction 1

Part I Building Number Sense Through Routines 5

Chapter 1 Number Sense: What Does It Mean? 7

Chapter 2 Improving Number Sense and Mathematical Understanding: Routines That Are Not Routinized 15

Part II Number Sense Routines 29

Chapter 3 Visual Routines: Linking Visual and Symbolic Understandings of Quantities 31

Chapter 4 Counting Routines: Understanding the Number System and Number Relationship 55

Chapter 5 Playing with Quantities: Developing, Representing, and Generalizing Number System Understandings 81

Part III More than Just the Routine 95

Chapter 6 Learning from Each Other: Building a Strong Community of Learners Through Math Talk, Mistakes, and Reflections 97

Chapter 7 Planning Responsive Number Sense Routines 115

Conclusion: A Place to Begin 125

References 129

Index 133

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