WHAT WE KNOW ABOUT
MATHEMATICS
TEACHING AND LEARNING
“What We Know About Mathematics Teaching and Learning provides a powerful research-based discussion on how we can achieve the goal of providing each student with the experiences to extend and enrich their mathematical thinking. The work is packed with ideas and approaches that will promote reflection and conversations about our practice as mathematics educators. This book is a mustread for all of those who care about the teaching and learning of mathematics.” —David Pugalee, interim director, Center for Mathematics, Science, and Technology Education, University of North Carolina–Charlotte
“This book will provide affirmation to teachers and administrators who already use reform-based approaches and encouragement to those who’ve hesitated in adopting the approach in their classrooms or schools.” —Carrie S. Cutler, lecturer, early childhood education and elementary math, University of Houston
In a world where problem solving is a necessity, students need to know how to access, evaluate, and use information—skills that are integral to mathematics literacy. To prepare students for the future, mathematics instruction must go beyond simple practice drills, and mathematics teachers must be experts in more than content. The third edition of What We Know About Mathematics Teaching and Learning highlights key educational research, surveys best classroom practices, and offers implications for improved teaching and learning. With this easy-to-follow resource, preK–12 educators can achieve mathematics for all.
WHAT WE KNOW ABOUT
MATHEMATICS
TEACHING AND LEARNING
T hir d
E d ition
What We Know About Mathematics Teaching and Learning: • Follows a straightforward, practical layout that ties research to strategies • Addresses important questions related to teaching and learning mathematics, and provides further resources for each question • Explains how to increase the effectiveness of mathematics instruction in the classroom • E xplores critical mathematics topics, from addressing learning styles and successfully incorporating technology to identifying effective uses of homework
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A Joint Publication