Record Number |
18290 |

ISBN |
9781506362946 |

Item Number |
40026595117 |

Location |
510.7 HAT |

Author |
Hattie, John author. |

Title |
Visible learning for mathematics, grades K-12 : what works best to optimize student learning / John Hattie, Douglas Fisher, and Nancy Frey ; with Linda M. Gojak, Sara Delano Moore, and William Mellman ; foreword by Diane J. Briars. [BOOK] |

Published |
Thousand Oaks, California : Corwin, a SAGE Company, [2017] |

©2017 |

Collation |
xxvii, 269 pages : illustrations ; 24 cm. |

Content types |
text |

Carrier type |
volume |

Bibliography Note |
Includes bibliographical references and index. |

Contents Note |
Make 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. |

Summary Note |
"Rich tasks, collaborative work, number talks, problem-based learning, direct instruction… with so many possible approaches, how do we know which ones work the best? In 'Visible learning for mathematics', six acclaimed educators assert it’s not about which approach to use, it’s about when to use it - and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school." - Back cover. |

Topical Term |
Mathematics -- Study and teaching (Primary) |

Effective teaching |

Mathematics -- Study and teaching (Elementary) |

Mathematics -- Study and teaching (Secondary) |

Student-centered learning |

Mathematics -- Study and teaching (Secondary) |

Added Name |
Fisher, Douglas, (author). |

Frey, Nancy, 1959-, (author). |