Buch, Englisch, 168 Seiten, Paperback, Format (B × H): 160 mm x 221 mm, Gewicht: 249 g
Transforming Mathematics and Science Learning
Buch, Englisch, 168 Seiten, Paperback, Format (B × H): 160 mm x 221 mm, Gewicht: 249 g
ISBN: 978-0-8077-6780-1
Verlag: Teachers College Press
Too often, mathematics and science are taught in isolation from each other and from meaningful problems that matter to students. This book draws on the authors' experiences with teacher colleagues, including time spent in their classrooms co-developing and refining lessons. The core of their approach is to encourage learners to pursue solutions to everyday challenges through design-based learning cycles. Students use mathematical modeling to describe or summarize a phenomenon, predict which potential solutions may be successful, and/or to test actual performance against predictions. The authors emphasize connecting grade-appropriate science and math content standards and integrating literacy with evidence-based argument through design briefs and presentations. Teachers will learn how to support productive struggle and structure group learning that promotes equity, while teaching in the classroom or virtually as needed. The middle grades are a pivotal time to engage the next generation so that they are prepared to solve tomorrow's challenges. Classroom teachers, pre-service educators, and faculty in teacher education programs can use Design Thinking in the Middle Grades as a foundational text for math, science, and integrated STEM teaching.
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
- Contents
- Foreword
- Introduction
- Acknowledgements
- Part I: Understanding the Approach
- 1. Thinking Differently About Teaching and Learning
- What It Looks Like in a Real Classroom
- Why This Book?
- 2. Engineering Design, Mathematics, Science, and Literacy
- A Visual Model of Our Approach
- The Design Process: Dynamic, Iterative Waves of Divergent and Convergent Thinking
- Integrating Mathematical Modeling, Scientific Challenges, and Literacy Practices
- 3. Affordances and Supports
- Supporting Productive Struggle by Learners
- Promoting Equity in the Classroom
- Complex Instruction
- Group Worthy Tasks
- Status
- 4. Why Do We Think This Works?
- Evidence-Based Teaching Practices
- Evidence Base for Core Components of Our Approach
- Evidence Base for Bringing It All Together
- 5. Personifying Best Practices
- (Re)Designing Industrial Farming in Your State
- Connecting Theory to Practice
- Part II: Making It Real
- 6. Design and Mathematical Modeling From Artifacts to Processes
- Affordances for Systems-Level Learning across the Artifact-To-Process Continuum
- Returning to the Grocery Store
- 7. How Constraints and Criteria Affect Design and Mathematical Modeling
- How Many Marbles Can You Fit in a Piece of Aluminum Foil Before It Sinks?
- Keeping a Cold Drink Cold for Longer (Co-Constructing Constraints)
- 8. Scaffolding Student Learning in Design and Mathematical Modeling
- Productive Struggle in Design-Based Learning
- Scaffolding Productive Struggle
- Strategically Using Formative Assessment Data
- Giving Students Voice in Design Constraints, Criteria, and Methods of Assessment
- 9. Design and Mathematical Modeling Across Content Areas and Grade Levels
- Gingerbread House Lesson (6th Grade Mathematics Class)
- Predator/Prey Lesson (8th Grade Science Class)
- Skater Ramp Lesson (7th Grade Mathematics and Science Class)
- Adapting Design-Based Learning Activities to Your Students
- 10. Design and Mathematical Modeling Across Instructional Modalities
- Taking Design-Based Learning Online
- Examples of Design-Based Learning at a Distance
- Connecting Examples to Core Components, Affordances, and Supports
- Part III: Making It Your Own
- 11. Linking Integrative Series of Design and Mathematical Modeling Activities
- Problem-Based, Design-Based, and Project-Based Integration
- Energy and the Environment Thematic Unit
- Pulling It All Together
- 12: Address Any Content Standard and "Fix" Textbook Problems
- Starting From Standards
- Starting From Existing Activities or Problems
- (Re)Designing Effective Teaching Practices
- Conclusion: The Wicked Problem of Education for All
- References
- Index
- About the Authors
