Front Matter Source: The Arithmetic Teacher, Vol. 41, No. 6, FOCUS ISSUE: PLANNING FOR INSTRUCTION (FEBRUARY 1994) Published by: National Council of Teachers of Mathematics Stable URL: http://www.jstor.org/stable/41195673 . Accessed: 10/06/2014 04:02 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. . National Council of Teachers of Mathematics is collaborating with JSTOR to digitize, preserve and extend access to The Arithmetic Teacher. http://www.jstor.org This content downloaded from 194.29.185.131 on Tue, 10 Jun 2014 04:02:26 AM All use subject to JSTOR Terms and Conditions
Transcript
Front MatterSource: The Arithmetic Teacher, Vol. 41, No. 6, FOCUS ISSUE: PLANNING FOR INSTRUCTION(FEBRUARY 1994)Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41195673 .
Accessed: 10/06/2014 04:02
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp
.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact [email protected].
.
National Council of Teachers of Mathematics is collaborating with JSTOR to digitize, preserve and extendaccess to The Arithmetic Teacher.
http://www.jstor.org
This content downloaded from 194.29.185.131 on Tue, 10 Jun 2014 04:02:26 AMAll use subject to JSTOR Terms and Conditions
of Space in your classroom. From solar systems to spelling lessons, an Apple*
Macintosh8 computer makes just about any kind of learning more exciting, more enjoyable, more relevant. You can use a Macintosh to guide your students as they actively explore new subjects - with interactive software that utilizes sound, coloi; animation and video clips. Students can use a Macintosh to bring projects and reports to life by including charts, graphs, clip art and photos. And with the addition of an overhead projection device, everyone in the class can use a Macintosh to deliver engaging, full-color presentations like the one
shown here. Most important of all, Macintosh is the easiest computer to set up, learn and use - so anyone JB can instantly take advantage of its many capa- WJ-m bilities. If youd like to see some simple, practical §rm examples r of how Macintosh personal r computers r ■■.
r r r r Our free video
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^7^ 3000, ext. 100, for our free informational video, ̂1T A New School of nought. And discover the most important power a teacher can have. The power to stimulate, éJL> motivate and inspire. The power to be your best! ̂m>
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On the cover: The incredible amount of effort and hard work that teachers put into their lesson planning is not always apparent in the class- room. For the theme of this year's focus issue, "Planning for Instruction/ the cover design uses the blueprint as a metaphor for planning and the apple for educational instruction. The illustration shows the underlying complexity of a seemingly simple drawing of an apple.
ISSN0004-136X
234 READB»' DUaOOUI
OffcA iY WAY OF WmiOIHICnONt Planning for Instruction <™**™ Anne Barici and Linda Gojak
45H ONI POINT OF VIEW: Planning for Instruction Involves Focusing Jt!W%0 on Children's Thinking
Edward C. Radimeli
«CO You Are In*ltedto tf*D*irt of Teaching Children Mathematics, September 1994
MJ Thematic Webbing and the Curriculum Standards in the Primary Grades ^ÊmWmtf Jenny A. Piazza, Margaret M. Scott, and Elizabeth C. Carver
^AA Linking Teacher Interests or Backgrounds to Real-World Experiences *»W for Students Jim Dorward and Steve Archibald
«H# CALENDAR MATHEMATICS ^m%mmw Dinah Chancellor and Jeanna Porter
^0%*W wW#^ TEACHER TO TEACHER: Use Color to Assess Mathematics Problem Solving wW#^ Margaret Biggerstaff, Barb Halloran, and Carolyn Serrano
*»1 A Planning for Classroom Portfolio Assessment wi«P Diana V. Lambdin and Vicki L. Walker
«A^ Teacher as ̂ Kimp" W^CW Robert M. Berkman
^AA w-ää FROM THE FILE: Promoting Equity w-ää Fourth-Grade Teachers
SAO *P*iPW The Mathematics Textbook: How Can It Serve the NCTM's Standards?
*P*iPW Rosemary Schmalz, S.P.
^^JL ^^9m9 Reflect ... for Better Problem Solving and Reasoning ^^9m9 Stephen Krulik and Jesse A. Rudnick
^»^Ä IMPUMìNUNG THE PROFESSIONAL STANDARDS FOR TEACHING "**P7 MATHEMATICS: Planning for Instruction: Barriers to Mathematics
Discussion . Nancy Nesbitt Vacc
^ÊJÊ** ^m9^ RESEARCH INTO PRACTICE: Number Sense-Making ^m9^ Judith Sowder and Bonnie Schappelle I
3AÄ REVIEWING AND VIEWING: New Books; Etcetera, Janet Bauman-Boatman
2AÄ GUIDE TO ADVERTISERS
The Arithmetic Teacher is an official publication of the National Council of Teachers of Mathematics, Inc., 1906 Association Drive, Reston, VA 22091-1593. See the masthead for subscription information.
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Order Today! The Addenda books show you ▲ Notes in the margin that Now Available how to put the Sfondari/s suggest questions to help Th r 1 1 c t f U-k 'ni0 Pract'ce ana< recharge the you assess student learn-
Add d B ks teaching and learning of ing, relate the activity to a Add 1 1 'T^rh^rmnillu*
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math power w¡N be w¡thjn fhe teach¡ng fechn¡que to neip reu i Mve reach of a|( yQur students A B|Qck|jne mQSters that yQU Also Available Each book contains these can duplicate easily and Four Addenda Books for helpful features: clearly for classroom use Grades 5-8 ▲ Specially designed activi- Quantity Distounts Available ties field-tested and used on Ml Boob : by teachers like you
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S You moy know about the seven I grade-specific books that focus on I patteras, number sense and oper- I ations, making sense off data, and I geometry and spatial sense. The I activities use a new, investigative ■ approach, and your students will I enjoy discovering mathematical I principles on their own. They are 1 the following:
■ Kindergarten Book, 24 pp.,
£ ISBN 0-87353-310-0 #453 $9.50*
First-Grade Book, 32 pp., ISBN 0-87353-311-9 #454 $9.50*
Second-Grade Book, 32 pp., ISBN 0-87353-312-7 #455 $9.50*
Third-Grade Book, 32 pp., ISBN 0-87353-313-5 #456 $11.00*
Fourth-Grade Book, 32 pp., ISBN 0-87353-314-3 #457 $11.00*
Fifth-Grade Book, 32 pp., ISBN 0-87353-315-1 #458 $11.00*
New and Available Now are the four subject- matter books that complete the set of eleven K-6 Addenda books:
Patterns (Grades K-6). Contains many ideas for lessons and activities that support the importance of patterns in all areas of mathematics. 53 pp. ISBN 0-87353-320-8 #452 $9.50*
Making Sense of Data (Grades K-6). Activities illustrate dealing with data, how to gather data, how to represent data, and how to analyze data. 48 pp. ISBN 0-87353-318-6 #449 $9.50* Number Sense and Operations (Grades K-6). Focuses on the importance of developing and under- standing the relationships between numbers and the ability to represent numbers in a variety of ways. 56 pp. ISBN 0-87353-319-4 #448 $9.50*
Geometry and Spatial Sense (Grades K-6). Shows the best ways to develop the spatial ability of
children and help them explore concepts of geometry and its language. 56 pp. ISBN 0-87353-317-8 #451 $9.50*
Special Package Prices K-3 4 books isbn 0-87353-344-5 #531 $30* 4-6 3 books isbn 0-87353-345-3 #532 $25* K-6 7 books isbn 0-87353-346-1 #533 $55* K-6 + 4 subject-matter books
11 books ISBN 0-87353-358-5 #541 $83.25* Bookstores and jobbers are not eligible for these package discounts. Package discounts cannot be combined with quantity discounts but can be combined with the 20% member discount.
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Especially for the Middle Schools Jg1- ^ ^^"T z' 't ' ffij.,4 Dealing with Data and Chance (Grades 5-8). students jggEE =zr- $'''''''''''''' ¥ñ | ^ers* Considers people's natural understanding and daily explore =zr-
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Developing Number Sense in the Middle Grades (Grades 5-8). Shows how to encourage the . .
meaningful learning of mathematics and lead stu- Geometry in the Middle Grades (Grades 5-8). gB dents to relate new information to previously acquired
Provides different approaches to some geometry top- W
knowledge. ics and suPPlies a collection of sample activities. National Council of Teachers of
56 pp. isbn 0-87353-322-4 #464 $10.50* 88 PP- isbn 0-87353-323-2 #462 $15.00* Mathematics
^^^^^^^^^^^_p^ Patterns and Functions (Grades 5-8). Provides 1906 Association Drive
m^^^^^^m ^^mÊÊÊÊgÊ^^Ê numbers, measurement, and other topics.
^^H^ÍÍKaTV Tl PP '^^3-324-0 #461 $13.00* For orders on|y/ ca|| HI^V £5^-?J^^: 4H^ SpeCial Quantity Discounts Available (800) 235-7566 ^B^^W jâSÉmarf - - - • KJ The quantity discounts are as follows: ^H^H^^HHHf^|flH 1 0-24 copies- 20% *2O% discount to individual members.
^^H^^HHH^I 25-99 copies- 30% See the NCTM Materials Order Form in
^^^|H^HJ|^^^| 100-999 copies- 40% this issue.
^^^^^^^^^B^^^^^^H ] 00° or more copies- 50%. ^^^^^^^^^^^^^BjBHf^^^^^^^H Quantity discounts apply to all Addenda books. Quantity discounts ^^^^^^^^^^^^^^^^^^^^^^^^^H cannot be combined with the 20% member discount. Copies pur- ^^^^^^^^^^^^^^^^^^^^^^^^^H chased on the special quantity discounts will be shipped to one ^^^^^^^^^^^^^^^^^^^^^^^^^H address only; they are nonreturnable and nonrefundable.
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• 1 1 The Arithmetic Teacher Changes with the Times ♦ là
m • . NCTM svçMiea/b /táe /i¿e€¿¿u*e of^&eist ^^L
'f The new journal will focus on learning issues for prekindergarten to sixth-grade ^Ê m
%~ %. students, their teachers, and their families. Teaching Children Mathematics will HM
^', continue to provide timely articles, classroom tips, continuing reviews of ^^m ^f'4 children's books, technology updates, and "IDEAS" sections. New relevant ^ÊL %y w features will be included: an early childhood section, a teacher's journal, "In the ^Ê ^^k
^ Portfolio," students' work, and classroom vignettes. In addition, because the ^m ^^ focus of the journal is expanded to include prekindergarten students, it will now y ^ H
% include even more hands-on features involving nonprint skills. We welcome ^ ^ ^1 you to the party and look forward to a long association.
™
% * Gall for Manuscripts +* Sharing ideas about pre-K-6 mathematics teaching ■ What informal geometric ideas can be incorporated in
a prekindergarten setting? ■ What early forms of probability and statistics are embed-
ded in rich, creative problem experiences? ■ Which of your ideas could be included on a bulletin
board or monthly calendar to highlight puzzles, prob- lems, games, activities, or projects?
■ What forms of technology are appropriate for prekindergarten and the early grades?
■ What rich mathematical resources exist for early child- hood mathematics?
■ What mathematics content is appropriate for prekindergarten students?
■ What instructional strategies are appropriate for teaching mathematics to young learners?
■ What creative nonprint lessons can be used with primary students?
■ What does research suggest about teaching in the prekindergarten to sixth grades?
■ What strategies can be used to connect mathematics with other subjects?
^^^^^^^^^^^^^^H
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Expanding mathematics opportunities for pre-K-6 students ■ How can a teacher encourage parents to participate in the
mathematics experiences of their children? ■ How can we help students see the connection of math-
ematics to their world as they learn necessary skills? ■ What connections can teachers make to tie mathematics to
experiences on the playground? ■ What part does television play in the mathematical world of
children? ■ What types of activities can preschool teachers and teach-
ers of grades K-6 do to help each other promote the study of mathematics both for students and themselves?
■ How do teachers and students effectively operate with mathematics in a multicultural setting?
Assessment in pre-K-6 mathematics programs ■ What types of formal assessment are necessary and
appropriate in pre-K-6 mathematics classes? a ■ How can teachers use informal assessment to ^^y
enhance learning? ^J ■ How can teachers assess their own teaching and ^m
determine possible directions for continuous ^K professional development? W
■ What effective alternative assessments can ' be used in the early grades? B
■ How does one assess an effective preschool ^m program? ^m
Professional development for preschool ^y and elementary teachers ■ What type of certification should be required for
prekindergarten teachers? * What types of mathematics in-service programs are recom-
mended for preschool teachers? • What types of degrees or associate degrees are appropriate
for preschool teachers? ü How can we help teachers translate positive workshop
experiences into effective, ongoing classroom practices? ■ What type of services should NCTM provide for preschool
teachers? » In what ways should day-care situations be considered a
part of the preschool experience for students and teachers? « How should the National Council for the Accreditation of
Teacher Education (NCATE) expand certification and accreditation practices to include licensing of preschool facilities? How can peer coaching, mentoring, and leadership- development models be used effectively for the profes- sional development of pre-K-6 teachers?
To contribute to the coming-out party, please select one of the following two options: ■ Submit five copies of a completed manuscript for
review to Teaching Children Mathematics, NCTM, 1906 Association Drive, Reston, VA 22091-1593. Author identification should appear on the title page only and not in the text of the manuscript.
■ If you are not yet ready to complete a manuscript, please send a self-addressed, stamped envelope requesting the Teaching Children Mathematics author guidelines.
Pre-K-6 Educators, Don't Miss the Party! In April 1994, the National Council of Teachers of Math- ematics will unveil the cover of the Teaching Children Math- ematics Journal with the coming-out party in September of that year. This resource for pre-K-6 educators and their students will promote mathematics with a vigor and enthu- siasm that has been matched only by the Arithmetic Teacher. Share your special strengths! Join this network of educators as this new venture begins! You can make a difference in many ways. Complete the form below and send it in today.
Invite me to participate! I would like to be involved in Teaching Children Mathematics. I know that if I am already serving the Arithmetic Teacher, I will continue to serve in that capacity.
D I am an NCTM member and willing to serve as a referee of manuscripts submitted for potential publication.
D My idea for a regular department or section for this
journal is
I suggest the following potential authors (include address): Name
Address
Name
Address
Name :
Address
My name
Address
Present position Please send this completed form to NCTM, Teaching Children Mathematics, 1906 Association Drive, Reston, VA 22091-1593.
^^^^^^^^^^^^^^^^^^^^^^H
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^r d it! My kids would rather stay in and do math JUL inciprii or rprpççf P8gy Am s n f c nr ia iin s ia JUL XL/ Lv^Ctv4> 'JjL ivvvUUl -L been teaching second grade for sixteen
years. She told us that for the first time in all those years, she/feejs very good about what her students are doing in math.
"My students are enthusiastic, motivated, and
challenged. They think it's great," she writes. ''■■'■■ " .V" "Both students and parents are pleased and
^^^^^^^^^^^_ 21 r} *^r'^ß^ excited about the Saxon math program."
H^ ^^ÊL ^^EJÍ^^Úr -'« Of course, fun's not everything. Peggy points out n. >£?? ^
'^^Bj^ÖP^ ' - l "' i that "our math scores on standardized
v ^^^^^ i
"~ tests were usually not as strong as in
', '* m M>> ^fttHÊH^^^^^^^^^ language arts and reading. (But) this
' . l > ^ , ', year, they were!"
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' ;.•*" [' ' ^ ^^k If you heard of a program that not
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only caused your students to prefer math
^y ml^^^^^Ê to recess but helped them raise their test
.,.-..-;;;:.r-""-l":":::;;"'";;"":' ^y «err3 1°^^^ scores too, wouldn't you give it a try? r ^^K ' , <Mi-»>"" -•- ^'
fl^HI^^^^^ We think Peggy's students , ii- ';;:" W^"' '" ^-^
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• Mathematics-language arts %»^í^í^B w .::y ̂f^^^C^l|T^ I " ̂̂ -- ^ "' "' *"~~ connections! Nfysteries provide ^B l^'x c^ vi C^ffSÉ^
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• Flexible format! Each four page mystery is ideal as an individual or cooperative learning activity to supplement language arts or math studies.
• Annotated Teacher's Edition! Convenient organization provides easy access to answers, including possible mystery solutions.
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This book and its companion video are excellent tools for your own professional development or as staff develop- ment guides in your school or mathematics department
Mathematics Assessment: Myths, Models, Good Questions, and Practical Suggestions, edited by Jean Kerr Stenmork. Superbly illus- trated and easy to follow, this book supplies you with assessment
^^^^ models adapted from those used by other teachers, as well as step-by- ^^^^^k step instructions on how to use portfolios and other techniques in
t^^^^Bt grades K-12. It incorporates the latest methods to evaluate your stu- SS^^^Ht¡7 dents' success in order to get the most useful feedback. 1991, 67 PUV^H^HALL pp., ISBN 0-87353-339-9, #505, $8.50.*
^88^ Mathematics Assessment: Alternative Approaches, project directed National Council of by Thérèse Kuhs. This brand-new video with printed viewer's guide is Teachers of Mathematics designed as a companion to Jean Kerr Stenmark's book. It helps you 1906 Association Drive explore the latest approaches to mathematics assessment with practi- (703)n62O-9840,
" ca' classroom dramatizations and in-depth commentary by a panel of
Fax (703) 476-2970 mathematics educators. You will develop your own action plan for
call F^iorÄf7o?fcx 235-7566 assessment as you watch teachers implement the new methods with call (800) 235-7566 ^ students 1993f 71 min> (VHS only), #537, video & guide set, $55.* Extra viewer's guides, #538, $4.50.*
*20% discount to individual NCTM members. See the NCTM Materials Order Form in this issue.
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"I Love Math" special products from NCTM are perfect for Valentine's Day! To order, call our toll-free order line: (800) 235-7566 ...or use this handy order form.
Member I.D. # Less 20% Member discount Va residents add 4 5% sales tax
lh~"""* i- - i NAT|0NAL COUNCIL OF □ Master Card □ VISA card # Call for the Numbers Catalog: SdS TEACHERS OF MATHEMATICS c. *s8KÍ' P.O. Box 25405. Richmond, VA 23286-8161 Signature c.
