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关键词:
Designing and Implementing Mathematics Instruction for Students with Diverse Learning Needs
书目信息
ISBN:
9780205442065(13位)
中图分类号:
G4
杜威分类号:
中文译名:
针对具有多种学习需求的学生设计与实施数学教学
作者:
Hudson / Miller
编者:
语种:
English
出版信息
出版社:
Allyn & Bacon
出版地:
出版年:
2006
版本:
1
版本类型:
原版
丛书题名:
卷期:
文献信息
关键词:
Education
前言:
摘要:
内容简介:
This exciting new book integrates the explicit teaching practices that have proven effective for students with disabilities with the NCTM math standards that dominant current mathematics practices in the United States. In Part 1 of the book, teachers learn the fundamentals of mathematics assessment and instructional design for conceptual, declarative knowledge, procedural, and problem-solving lessons. In Part 2, the detailed scope and sequence charts, along with instructional guidelines keyed to the objectives, provide teachers with specific guidelines for assessment and design.
目次:
I. 1. An Overview of Mathematics Curriculum and Instruction. A. Introduction. B. Curriculum Factors. 1. Following a Hierarchy and Sequence of Skills. 2. Prioritizing Essential Skills. 3. Creating a Meaningful Context. C. Instructional Domains. 1. Conceptual Understanding. 2. Declarative Knowledge. 3. Procedural Knowledge. 4. Application. D. Explicit Teaching Cycle & Principles. 1. Curriculum-Based Assessment. 2. Planning. 3. Advance Organizer. a. Review. (1) Planning the review. (2) Conducting the review. b. State lesson objective and link. c. Develop relevance. 4. Demonstration ("I do"). a. Model thinking and action. b. Maximize student engagement. c. Monitor student understanding. 5. Guided Practice ("We do"). a. Vary levels of support. b. Monitoring student performance. 6. Independent Practice ("You Do"). a. Planning the practice format. b. Providing distributive practice. c. Monitoring student performance. 7. Maintenance. 8. Monitoring Student Acquisition of New Material. 9. Teaching Culturally and Linguistically Diverse Learners. 2. Curriculum-Based Assessment and Planning. A. Introduction. B. Curriculum-based Assessment. 1. Types of Curriculum-based Assessments. 2. Student Performance Measures and Recording Systems. a. Percentage. b. Rate. c. Error analysis. 3. Data-based Decision Making. a. Survey CBA. b. Untimed focused CBA. c. Probes. 4. Steps for Developing and Administering CBA. 5. Survey CBA Case #1. 6. Untimed Focused CBA Case #2. 7. Developing and Administering a Probe Case #3. . C. Planning Instruction. 1. Identify Math Curriculum and Write Goals and Objectives. 2. Form Instructional Groups. 3. Develop Lesson Plans. a. Target one concept, skill, or set of facts for instruction. b. Design the lesson. c. Instructional alignment. 4. Adapting the General Education Textbook Lessons. 3. Developing Conceptual Understanding. A. Introduction. B. Characteristics of Instruction Designed to Promote Conceptual Understanding. C. Rationale for Promoting Conceptual Understanding. D. Planning Guidelines. 1. Make Appropriate Decisions Related to Manipulative Devices. 2. Select Pictures and Visual Displays. 3. Plan for Integration of Written Symbols. 4. Plan for Real-World Application. E. Implementation Guidelines. 1. Use Concrete-Representational-Abstract Approach. 2. Use Explicit Lesson Sequence. 4. Teaching Procedural Strategies. 5. Developing Declarative Knowledge. A. Introduction. B. Characteristics of Instruction Designed to Develop Declarative Knowledge. C. Rationale for Developing Declarative Knowledge. 1. The Importance of Declarative Knowledge with Basic Math Facts. 2. The Importance of Declarative Knowledge with Number Sense. 3. The Importance of Declarative Knowledge with Functional Skills. D. Instructional Practices to Develop Declarative Knowledge. 1. Constant Time Delay. 2. Prompt Fading Procedure. 3. 1-Minute Timings. (a) Establish rate goals using tool skills already in students' declarative knowledge network. (b) Establish goals using the adult/student proportional formula. (c) Establish goals using local norms. (d) Establish goals using guidelines reported in the literature. (e) Gather and/or develop needed materials. (f) Administer timings in a positive, structured manner. (g) Provide feedback. 4. Instructional Games. 5. Three-Step Labeling Procedure. 6. Verbal Rehearsal. (a) Group rehearsal. (b) Peer-assisted and individual rehearsal. (c) Rapid-fire verbal rehearsal. 7. Computer-Based Instruction. 6. Enhancing Problem Solving Abilities. II. 7. Number Readiness. A. Scope and Sequence Chart. B. Counting. C. Reading and Writing Numbers. D. Relationships Among Whole Numbers. E. Place Value. F. Estimation. 8. Addition and Subtraction of Whole Numbers. A. Scope and Sequence Chart. B. Basic Facts. C. Advanced Operations. 9. Multiplication and Division of Whole Numbers. A. Scope and Sequence Chart. B. Basic Facts. C. Advanced Operations. 10. Rationale Numbers. 11. Basic Measurement Concepts and Skills. A. Scope and Sequence Chart. B. Length. C. Weight. D. Capacity. E. Time. F. Value (money). G. Perimeter. H. Area. I. Volume. J. Temperature.1Advanced Measurement Skills. A. Scope and Sequence Chart. B. Length. C. Weight. D. Capacity. E. Time. F. Value (money). G. Perimeter. H. Area. I. Volume. J. Temperature. 13. Algebra. 14. Geometry. 15. Data Analysis, Statistics, & Probability. A. Scope and Sequence Chart.
附录:
全文链接:
读者对象:
实体信息
页码:
544
装帧:
Paper
尺寸:
其它形态细节:
其它信息
原价:
USD
80.0000
原版ISBN:
其它ISBN:
图书特色:
书评:
扩展信息
Isbn:
0205442064
issue:
2006JC01
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