β Scribed by Clare Lee
No coin nor oath required. For personal study only.
Make math easier to comprehend for your students
For many of your middle-school and high-school students, expressing mathematical ideas isn't easy. The language of math is often abstract and hard to get a handle on. Now Assessment for Learning in the Mathematics Classroom helps you help your students to express what they already know and increase their understanding. Providing practical strategies for bringing more discourse into lesson plans, this book gives you a powerful way to raise standards in the classroom.
Cover
......Page 1
Title: Language for Learning Mathematics Assessment for Learning in Practice......Page 4
Copyright
......Page 5
Contents......Page 6
Acknowledgements......Page 8
How this book tells its story......Page 9
Discourse and Assessment for Learning......Page 12
Increase mathematical discourse, increase learning......Page 13
The benefits of pupilsβ involvement in mathematical discourse......Page 15
Communities outside the classroom......Page 16
Making connections in mathematics......Page 17
Action research......Page 19
2 Mathematical language β what it is and what it isnβt......Page 22
The mathematics register......Page 23
Important features of the mathematics register......Page 25
Issues in using mathematical language in the classroom......Page 29
Conclusion......Page 31
Organizing the classroom......Page 32
Including everyone in the discourse β getting the ethos right......Page 36
Time is a big issue in learning......Page 39
Building a facility with mathematical language......Page 41
Practical approaches to use in the classroom......Page 44
Conclusion......Page 52
Introduction......Page 54
Learning objectives and success criteria......Page 55
Questions and answers......Page 60
Feedback......Page 67
Peer and self-assessment......Page 72
Conclusion......Page 78
Involving the pupils in the learning process......Page 80
Challenge is an issue in pupilsβ learning......Page 88
Literacy and mathematics......Page 89
Conclusion......Page 93
An overview of the theory linking language and learning......Page 94
Mathematical language and theories of learning......Page 96
Assessment for Learning......Page 100
The mathematics classroom as a discourse community......Page 102
Thinking and speech are intimately connected in the learning process......Page 105
Changes in the teacherβs and the pupilsβ role in a mathematical discourse community......Page 106
Changing practice......Page 110
Conclusion......Page 113
A discourse community......Page 114
Key characteristics of a discourse community......Page 118
Changing practice......Page 119
The end β or the beginning?......Page 122
References......Page 124
Index......Page 130
Back Cover
......Page 136
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