| Foreword |
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9 | (2) |
| Acknowledgements |
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11 | (2) |
| Preface: Good Teaching Is Good Teaching |
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13 | (4) |
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Chapter 1 Comprehension Strategies for Mathematics |
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17 | (28) |
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Concerns about Mathematical Achievement in the United States |
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17 | (1) |
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Global Achievement Gap in Mathematics |
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18 | (2) |
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Instructional Strategies for Student Achievement |
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20 | (1) |
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Reading and Mathematics Connections |
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21 | (1) |
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Reading and Mathematics Comprehension |
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22 | (6) |
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23 | (1) |
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Knowledge About Structure |
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24 | (1) |
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25 | (1) |
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Knowledge About the Social/Situational Context |
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26 | (2) |
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Teaching for Comprehension |
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28 | (1) |
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The Seven Comprehension Strategies |
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29 | (2) |
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31 | (4) |
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32 | (1) |
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32 | (1) |
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32 | (1) |
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Modeling How to Perform the Strategy |
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33 | (1) |
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Guiding Students as They Practice |
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34 | (1) |
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Giving Students Independent Practice |
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34 | (1) |
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Using Comprehension Strategies |
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35 | (3) |
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35 | (1) |
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36 | (1) |
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37 | (1) |
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Comprehension Strategies for Conceptual Understanding |
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38 | (1) |
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Teaching Comprehension Strategies for Mathematics |
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39 | (3) |
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39 | (1) |
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39 | (1) |
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40 | (1) |
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41 | (1) |
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42 | (1) |
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43 | (2) |
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Chapter 2 Recognizing and Understanding Mathematical Vocabulary |
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45 | (40) |
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45 | (2) |
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The Importance of Vocabulary Instruction |
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47 | (2) |
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Direct Vocabulary Instruction |
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49 | (6) |
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Choosing Mathematics Terms to Teach |
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55 | (4) |
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Engaging Students in Learning Mathematical Vocabulary |
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59 | (21) |
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Encouraging Parental Involvement |
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60 | (1) |
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60 | (3) |
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Mathematical Writing to Reinforce Vocabulary Knowledge |
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63 | (4) |
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67 | (2) |
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69 | (7) |
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Games and Other Learning Activities |
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76 | (4) |
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Literature Links to Mathematical Vocabulary Acquisition |
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80 | (1) |
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81 | (2) |
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83 | (2) |
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Chapter 3 Making Mathematical Connections |
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85 | (30) |
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Making Connections to Enhance Learning |
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86 | (1) |
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87 | (5) |
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Kinds of Mathematical Connections |
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92 | (3) |
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92 | (1) |
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93 | (1) |
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Math-to-World Connections |
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93 | (2) |
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Teaching Students to Make Mathematical Connections |
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95 | (13) |
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Modeling and Think-Alouds |
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95 | (2) |
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97 | (1) |
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One-Minute Schema Determiner |
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98 | (1) |
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99 | (4) |
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Mathematical Current Events |
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103 | (1) |
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Sharing Class Connections with Anchor Charts |
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104 | (1) |
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In the Context of Problem Solving |
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105 | (3) |
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Using Children's Literature |
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108 | (2) |
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Distinguishing Meaningful Connections from Distracting Connections |
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110 | (3) |
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113 | (1) |
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114 | (1) |
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Chapter 4 Increasing Comprehension by Asking Questions |
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115 | (32) |
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The Quality of Questioning in Classrooms |
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115 | (2) |
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The Relationship Between Questions and Learning |
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117 | (2) |
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Strategic Questioning to Critically Evaluate Mathematical Information |
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119 | (1) |
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What Students Need to Know about Asking Questions for Mathematical Comprehension |
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120 | (6) |
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126 | (3) |
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Question Answer Relationships |
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126 | (2) |
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128 | (1) |
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129 | (1) |
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Teaching Students to Ask Meaningful Questions |
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129 | (13) |
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Modeling and Think-Alouds in Strategy Sessions |
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130 | (5) |
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Generating Questions with Thinking Stems |
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135 | (1) |
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135 | (1) |
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136 | (1) |
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137 | (1) |
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Math Stretches to Promote Questions |
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138 | (3) |
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In the Context of Problem Solving |
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141 | (1) |
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Using Children's Literature |
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142 | (2) |
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144 | (1) |
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145 | (2) |
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Chapter 5 The Importance of Visualizing Mathematical Ideas |
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147 | (24) |
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Visualization and Cognition |
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148 | (1) |
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What Students Need to Know about Visualization for Mathematical Comprehension |
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149 | (3) |
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Visualizing Multiple Representations of Mathematical Ideas |
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152 | (1) |
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Building the Ability to Visualize from Words |
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153 | (3) |
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Teaching Students the Strategy of Visualization for Mathematical Comprehension |
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156 | (10) |
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Modeling and Think-Alouds |
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156 | (5) |
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"Picture Walks" to Build Capacity to Visualize |
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161 | (1) |
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Visualize, Draw, and Share |
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162 | (1) |
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Multiple Representations Graphic Organizers |
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163 | (2) |
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Math Stretches to Encourage Visualization |
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165 | (1) |
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Using Children's Literature |
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166 | (2) |
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168 | (1) |
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169 | (2) |
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Chapter 6 Making Inferences and Predictions |
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171 | (28) |
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The Relationship between Inferences and Predictions |
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172 | (1) |
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What Students Need to Know about Inferring and Predicting |
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173 | (4) |
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Building Student Ability to Infer and Predict |
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177 | (2) |
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Inferring Requires Time for Reflection |
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179 | (1) |
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One-on-One Conferences to Promote Effective Inferences and Predictions |
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180 | (2) |
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Teaching Students to Infer and Predict to Enhance Mathematical Understanding |
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182 | (12) |
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Modeling and Think-Alouds |
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182 | (4) |
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186 | (1) |
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187 | (1) |
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Math Stretches to Encourage Students to Infer and Predict |
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188 | (3) |
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In the Context of Problem Solving |
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191 | (3) |
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Using Children's Literature |
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194 | (2) |
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196 | (1) |
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197 | (2) |
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Chapter 7 Determining Importance |
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199 | (28) |
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The Levels of Determining Importance |
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200 | (1) |
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Critically Examining Mathematical Information |
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201 | (1) |
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What Students Need to Know about Determining Importance |
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202 | (4) |
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Teasing the Important Ideas from Mathematical Text |
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206 | (4) |
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207 | (1) |
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208 | (1) |
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Read a Little, Think a Little |
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209 | (1) |
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Teaching Students to Determine Mathematical Importance |
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210 | (11) |
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Modeling and Think-Alouds |
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210 | (4) |
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214 | (1) |
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215 | (1) |
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215 | (2) |
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Math Stretches to Support Determining Importance |
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217 | (2) |
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In the Context of Problem Solving |
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219 | (2) |
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Using Children's Literature |
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221 | (3) |
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224 | (1) |
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225 | (2) |
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Chapter 8 Synthesizing Information |
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227 | (22) |
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Strands of Mathematical Proficiency |
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228 | (1) |
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Synthesizing and Mathematizing |
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229 | (1) |
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What Students Need to Know about Synthesizing |
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230 | (2) |
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Teaching Students to Synthesize for Making Mathematical Meaning |
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232 | (10) |
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Modeling and Think-Alouds |
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233 | (2) |
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Creating Concrete Experiences |
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235 | (2) |
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237 | (2) |
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Math Stretches to Explore Synthesizing |
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239 | (1) |
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In the Context of Problem Solving |
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240 | (2) |
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Using Children's Literature |
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242 | (4) |
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246 | (1) |
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247 | (2) |
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Chapter 9 Monitoring Mathematical Comprehension |
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249 | (26) |
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250 | (1) |
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Monitoring Understanding for Mathematics Learners |
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251 | (4) |
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252 | (2) |
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254 | (1) |
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What Students Need to Know about Monitoring and Repairing Mathematical Comprehension |
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255 | (5) |
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257 | (3) |
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Teaching Students to Monitor Mathematical Understanding |
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260 | (8) |
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Modeling and Think-Alouds |
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261 | (2) |
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263 | (1) |
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Ticket Out the Door Comprehension Check |
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264 | (1) |
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Comprehension Constructor |
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264 | (2) |
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Using Math Stretches for Monitoring Comprehension |
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266 | (1) |
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In the Context of Problem Solving |
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267 | (1) |
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Using Children's Literature |
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268 | (5) |
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273 | (1) |
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274 | (1) |
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Chapter 10 In the Guided Math Classroom |
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275 | (16) |
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The Foundational Principles of a Guided Math Classroom |
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276 | (3) |
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The Components of a Guided Math Classroom |
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279 | (7) |
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A Classroom Environment of Numeracy |
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281 | (1) |
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Math Stretches and Calendar Board Activities |
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282 | (1) |
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283 | (1) |
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Guided Math Instruction with Small Groups of Students |
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284 | (1) |
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284 | (1) |
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285 | (1) |
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An Ongoing System of Assessment |
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285 | (1) |
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Teaching Students to Become Mathematicians |
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286 | (3) |
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289 | (1) |
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290 | (1) |
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291 | (7) |
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Appendix A Frayer Diagram |
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291 | (1) |
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Appendix B Math Connections |
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292 | (1) |
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Appendix C Question Journal |
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293 | (1) |
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Appendix D Multiple Representations Graphic Organizer |
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294 | (1) |
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Appendix E Inference and Evidence Chart |
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295 | (1) |
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Appendix F Comprehension Checklist |
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296 | (1) |
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Appendix G Comprehension Constructor |
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297 | (1) |
| References Cited |
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298 | (6) |
| Children's Literature |
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304 | |
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