Visible Learning for Mathematics, Grades K-12 - Info and Reading Options

"Visible Learning for Mathematics, Grades K-12" Table Of Contents:

• 1- Make learning visible in mathematics.
• 2- Forgetting the past
• 3- What makes for good instruction?
• 4- The evidence base
• 5- Noticing what does and does not work
• 6- Direct and dialogic approaches to teaching and learning
• 7- The balance of surface, deep, and transfer learning
• 8- Surface, deep, and transfer learning working in concert
• 9- Making learning visible starts with teacher clarity.
• 10- Learning intentions for mathematics
• 11- Success criteria for mathematics
• 12- Preassessments
• 13- Mathematical tasks and talk that guide learning.
• 14- Making learning visible through appropriate mathematical tasks
• 15- Making learning visible through mathematical talk
• 16- Surface mathematics learning made visible.
• 17- The nature of surface learning
• 18- Selecting mathematical tasks that promote surface learning
• 19- Mathematical talk that guides surface learning
• 20- Mathematical talk and metacognition
• 21- Strategic use of vocabulary instruction
• 22- Strategic use of manipulatives for surface learning
• 23- Strategic use of spaced practice with feedback
• 24- Strategic use of mnemonics
• 25- Deep mathematics learning made visible.
• 26- The nature of deep learning
• 27- Selecting mathematical tasks that promote deep learning
• 28- Mathematical talk that guides deep learning
• 29- Mathematical thinking in whole class and small group discourse
• 30- Small group collaboration and discussion strategies
• 31- Whole class collaboration and discourse strategies
• 32- Using multiple representations to promote deep learning
• 33- Strategic use of manipulatives for deep learning
• 34- Making mathematics learning visible through transfer learning.
• 35- The nature of transfer learning
• 36- The paths for transfer: low-road hugging and high-road bridging
• 37- Selecting mathematical tasks that promote transfer learning
• 38- Conditions necessary for transfer learning
• 39- Metacognition promotes transfer learning
• 40- Mathematical talk that promotes transfer learning
• 41- Helping students connect mathematical understandings
• 42- Helping students transform mathematical understandings
• 43- Assessment, feedback, and meeting the needs of all learners.
• 44- Assessing learning and providing feedback
• 45- Meeting individual needs through differentiation
• 46- Learning from what doesn't work
• 47- Visible mathematics teaching and visible mathematics learning
• 48- Appendices.
• 49- A. Effect sizes
• 50- B. Standards for mathematical practice
• 51- C. A selection of international mathematical practice or process standards
• 52- D. Eight effective mathematics teaching practices
• 53- E. Websites to help make mathematics learning visible

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