Visible Learning for Mathematics, Grades K-12

Visible Learning for Mathematics, Grades K-12

What Works Best to Optimize Student Learning

Book - 2017
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Sage Publications
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 one—it’s about when—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.

That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in “visible” learning because the 
effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students

Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: 

Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings.

Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency.

Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. 

To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.

Book News
Hattie, Fisher, Gojack, Moore, Mellman, and Frey present readers with a comprehensive guide to the precision, effective teaching of mathematics and mathematical concepts for students in the kindergarten through twelfth grade range. The authors cover making learning visible in mathematics through teacher clarity, mathematical talk and tasks, surface mathematics, and several other subjects. John Hattie is a faculty member of the University of Melbourne, Australia. Douglas Fisher and Nancy Frey are faculty members of San Diego State University in California. Linda M. Gojack is a past president of the National Council of Teachers of Mathematics, Sara Delano Moore is a educational consultant in Kentucky. William Mellman is a school administrator in California. Annotation ©2017 Ringgold, Inc., Portland, OR (protoview.com)

Publisher: Thousand Oaks, California : Corwin, a SAGE Company, [2017]
Copyright Date: ©2017
ISBN: 150636294X paperback alkaline paper
9781506362946 paperback alkaline paper
Branch Call Number: 510.712 HAT
Characteristics: xxvii, 269 pages : illustrations ; 24 cm

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