- Copyright: 2017
- Publisher: Pearson Canada
- Grade: K - 12
- Author: John A. Van de Walle, Karen S. Karp, Jennifer M. Bay-Williams, Lynn M. McGarvey
An “inquiry-based” approach to Mathematics that recognizes research and teaching currently taking place in Canadian classrooms.
Elementary and Middle School Mathematics guides both new and experienced teachers through a basic understanding of mathematics and problem solving, and encourages them to think about their own perceptions and misconceptions about mathematics. As well, it addresses potential pitfalls, and demonstrates how teachers can foster a favourable learning environment for their students.
The text covers concepts and procedures specific to mathematical topics encountered in grades K-8, using real experiences and assessment techniques to address the foundations of how children learn. The previous edition’s focus on teaching through problem solving now takes a broader focus on mathematical inquiry through rich tasks and classroom discourse.
New To This Edition
Blackline Masters, Activity Pages and Teacher Resource Pages
More than 135 ready-to-use pages have been created to support the activities through-out the book. Using the Companion Website, you can download these pages as PDF documents for your use or to use with K-8 students in classroom settings.
Section II now includes 28 Expanded Lessons linked to activities. These lessons focus on concepts central to elementary and middle school mathematics and expand activities into full-length lessons based on the Before-During-After Lesson format. Information on differentiating activities for English Language Learners and students with difficulties, as well as formative assessment suggestions are included.
New to this Edition:
Curriculum is undergoing change across Canada. Chapter 1 and other chapters in the book have been revised to address recent changes to curriculum across Canada, specifically the changes in British Columbia.
A Mathematics Curriculum Connections box has been added to each chapter in Section II. These Curriculum Connection boxes provide a visual glance at the key content from the chapter and the approximate grade levels that the curriculum content takes place.
Many additional activities have been added to many of the chapters, primarily those with middle years content including Chapter 18 Proportional Reasoning, Chapter 21 Data Analysis, and Chapter 23 Exponents, Integers and Real Numbers.
The literature and research referenced in each chapter has been updated throughout the book both within the chapter and with the recommended readings at the end of each chapter.
The end of chapter sections have been reorganized so that the Reflections on the chapter including writing to learn, and discussion and exploration questions appear following the end of the chapter text.
Chapter by Chapter Changes
Much has changed on the landscape of mathematics education, and so many aspects of the book have been updated to reflect those changes. In addition to the changes listed above, the following changes have been made:
- Chapter 1: Updates and changes to curriculum frameworks across Canada have been included in the content and processes tables.
- Chapter 2: A revised section on mathematics learning theory to support understanding of how teacher beliefs influence classroom practice.
- Chapter 3: A reorganization of the chapter to put habits of thinking mathematically earlier in order to frame the discussion on rich tasks. Also, a new section on adapting tasks along with many specific examples has been added.
- Chapter 4: An enhanced section on parent questions and communicating expectations to families has been added.
- Chapter 5: An explicit introduction on the use of translation tasks to assess students’ conceptual understanding has been added with an example.
- Chapter 6: The chapter has been revised to continue to place priority on differentiated instruction for all students, rather than single out specific special needs.
- Chapter 7: Revisions reflect current software, tools, and digital apps as well as resources to support teacher reflection and collaboration.
- Chapter 8: Updates to the literature and activities emphasize the importance of number relations in the early years.
- Chapter 9: Revision to the problem type figures and situating the figures together will help readers compare the actions and examples of the different types more easily.
- Chapter 10: Reorganization and increased focus on foundational facts of 2, 5, 0, and 1 to support the move to derived fact strategies.
- Chapter 11 and 12: Components connecting place value to addition and subtraction in Chapter 11 were moved to Chapter 12 to make it easier to find the appropriate content and corresponding activities. Many new activities have been added to Chapter 12 to support the connection.
- Chapter 13: Expanded discussion of the written records of computing multiplication and division problems including open arrays and partial quotients.
- Chapter 14: A reorganization to align with the strands of algebraic thinking and more examples of the connection between arithmetic and algebra.
- Chapter 15: Many new activities added and an increased emphasis on including emphasis on number lines and iteration
- Chapter 16: Multiplication and division of fractions has received more attention through added examples and activities.