Learning

Active Learning in the Mathematics Classroom

Name: Active Learning in the Mathematics Classroom
Author: Hope Martin
ISBN: 9781412949781

by Hope Martin

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Overview

Engaging students directly in creative learning experiences is the basis of author Hope Martin's approach for re-energizing mathematics instruction. Active Learning in the Mathematics Classroom, Grades 5-8, Second Edition, offers attention-grabbers such as Algebra Jokes, The M&M Mystery, How Long Would It Take to Walk to China?, and Gummi Worms to help students use mathematics as a powerful problem-solving tool, gain meaningful understanding of key concepts, and effectively communicate their mathematical thinking.

Presenting a generous collection of student activities aligned with the five NCTM content standards, this revised edition of Multiple Intelligences in the Mathematics Classroom features: A new chapter addressing algebra concepts, Reproducible student pages for each activity, Journaling questions to engage students in writing about mathematics, Specific Web site resources. With step-by-step directions, suggestions, tips, and variations for implementation, this updated text provides a rich instructional resource for teachers, mathematics specialists, and curriculum directors.

Synopsis

This revised edition of Multiple Intelligences in the Mathematics Classroom provides ready-to-use lessons aligned with NCTM content standards to help students gain meaningful understandings of key mathematical concepts.

About the Author, Hope Martin

Hope Martin is an innovative mathematics teacher with over 40 years of experience. Having worked with children in elementary, middle school, and high school, and with teachers in local universities, she is currently a private consultant facilitating workshops across the United States and Canada. Hope, who was born and raised in the Bronx, New York, began her teaching career in Skokie, Illinois and obtained her Masters Degree in Mathematics Education from Northeastern Illinois University. Hope's personal experiences and knowledge of educational learning theories have convinced her that students learn mathematics more effectively when they are active participants and see its relevance to their own lives.