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Elementary and Middle School Mathematics: Teaching Developmentally (7th Edition) |  | Authors: John A. Van de Walle, Karen S. Karp, Jennifer M. Bay-Williams
Publisher: Allyn & Bacon
Category: Book
List Price: $138.80
Buy New: $100.00
as of 11/27/2009 01:37 CST details
You Save: $38.80 (28%)
New (32) Used (54) from $89.90
Seller: Swickngoose
Rating:  32 reviews
Sales Rank: 65159
Media: Paperback
Edition: 7
Pages: 576
Number Of Items: 1
Shipping Weight (lbs): 2.6
Dimensions (in): 10.7 x 8.5 x 0.9
ISBN: 0205573525
Dewey Decimal Number: 510.712
EAN: 9780205573523
ASIN: 0205573525
Publication Date: January 25, 2009
Availability: Usually ships in 1-2 business days
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Product Description
"It is fun to figure out the puzzle of how children go about making sense of mathematics and then how to help teachers help kids." John A. Van de Walle, Late of Virginia Commonwealth University This is the philosophy behind Elementary and Middle School Mathematics: Teaching Developmentally. John A. Van de Walle wrote this book to help students understand mathematics and become confident in their ability to teach the subject to children in kindergarten through eighth grade. Although he could not have foreseen the changes in mathematics teaching over the last three decades, he was at the forefront of the movement towards a constructivist view of teaching, or teaching developmentally. Constructivism says that children construct their own knowledge. They are not blank slates waiting to absorb whatever the teacher tells them. Teachers must understand both mathematics itself and how students learn mathematics in order to teach it effectively. Learning through problem solving is another major theme of this book. Students solve problems not just to apply mathematics, but also to learn new mathematics.Effective problems will take into account where students are, the problematic or engaging aspect of the problem must be due to the mathematics that the students are to learn and not be diluted by non-mathematical activities such as cutting or pasting, and the problem must require justifications and explanations for answers and methods. Learning then becomes an outcome of the problem solving process. The book also addresses in more detail than any other book on the market the effect that the trends of standards-based education, increased pressure to test, and increased teacher accountability have had on teaching mathematics. He addresses the 2000 NCTM Standards in depth, in Chapter 1 on Teaching Mathematics in the Era of the NCTM Standards, through the NCTM icon that appears in the margins throughout the text, and in two appendices in the back of the book. Chapter 5 on Building Assessment into Instruction has also been heavily revised to focus on increased testing pressure, creating more explicit links between objectives and assessment, and including assessments for students with special needs.Elementary and Middle School Mathematics: Teaching Developmentally is a book for doing math today--for both students who want to become teachers, and the students they will eventually teach. New To This Edition: NEW! Revises Chapter 5 on assessment--Discusses increased testing pressure and accountability, adds more information on equitable assessments, creates more explicit links between objectives and assessment, and includes assessments for students with special needs. NEW! Updates the Literature Connections feature to remove all out of print children's literature and include more non-fiction, poetry, and other types of readings. NEW! Weaves the Focal Points throughout the chapters as well as links them with the Big Ideas feature--Focal Points have also been added to the Appendix. NEW! Includes expanded coverage of working with diverse learners. NEW! Gives greater emphasis on dealing with math anxiety.
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| Customer Reviews:
Showing reviews 1-5 of 32
 Elementary and Middle School Mathematics November 2, 2009
Paul Angell (Vermont)
The book is good and has many useful ideas and activities for math instruction. The rub is that Amazon doesn't give you the access code which is required to link to a website which contains blackline masters, etc. Their customer service staff is friendly but ineffective in resolving this issue and the publisher doesn't seem to know what to do about it either. Very frustrating! At $120+ for the book, I wouldn't have expected to have these hassles and, ultimately, remain dissatisfied.
Great Service as Usual October 18, 2009
R. S. Gaines (Detroit, MI USA)
Each time I purchase from Amazon.com I am not disappointed. Your service is fast and you deliver what you say. My latest purchase was certainly on time and in great condition.
 Elementary and Middle School Math October 4, 2009
Emily Pfeiffer (outside SF, CA)
arrived quickly and in good condition, not to mention cheaper than the university book sotre. thanks Amazon!!
 Far-fetched ideas useless in urban public school classrooms August 27, 2009
Someone
1 out of 4 found this review helpful
Van de Walle spent most of his career teaching math teachers, not math students -- let alone the kinds of math students we encounter in today's urban public schools. Many such students are on a path to failure. Practical math, such as being able to make change from the till, being able to balance a checkbook, and being able to understand how credit card interest works, would be of tremendous benefit to them.
But Van de Walle's philosophy disallows the teaching of procedures. He doesn't believe that teachers should inform students when their answers are wrong. "There is no need for the teacher or other authority to provide judgment of student answers. In fact, when teachers routinely respond with 'Yes, that's correct' or 'No, that's wrong,' ... learning will be curtailed." He rejects the very idea of norms of correctness: "Knowledge [is] unique for each learner." I would submit that the question of whether an account is in balance, like the question of whether four quarters make a dollar, is an objective one.
Van de Walle complains that math students are often cast in a passive role. Fair enough. In his philosophy, though, it is the teacher who becomes passive. The mathematics classroom is to be "student-centered", and the students (each one individually, and then the "community", acting in concert) are to decide what is right and what is wrong. "The teacher is not the arbiter of what is mathematically correct." She just puts the blocks ("models") away at the end of the day.
I agree that problem-solving should be part of mathematics instruction, but I do not see how blindly trying to solve problems "develops the belief in students that they are capable of doing mathematics and that mathematics makes sense." Some concepts and some procedures must be taught, and they must be taught before students try to solve problems. Doing it the other way around would lead to frustration -- or perhaps not, since the students could simply decide that their results were correct.
This "reform math" propaganda text demonstrates Van de Walle's lack of practical experience. Use it to pass your methods course or teaching exam, but don't let it corrupt your math teaching.
Elm. and middle school math textbook August 25, 2009
K. Griffith (Reno, NV)
0 out of 2 found this review helpful
The book took a little longer to receive than normal, and though it was suppost to be new, there was cover damage. Though it took longer and didn't come in a perfect condition, i have to say i love amazon and their service for the most part.
Showing reviews 1-5 of 32
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