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9 780325 060460
Math &
Science
P.O. Box 6926
Portsmouth, NH 03802-6926
ISBN 978-0-325-06046-0
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Heinemann
2014
NEW
for
spring!
Transition to Algebra was designed
by EDC (Education Development
Center, Inc.) with funding from the
National Science Foundation
Research-based,
National Science
Foundation–funded
Heinemann.com
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Heinemann
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Making Math Far More Accessible
to Our Students
An online course written by Steven Leinwand
Steve Leinwand strengthens teachers’
confidence and capacity to make K–12
math instruction far more effective.
From engagement to best practices to
differentiation, he helps maximize students’
understanding through language, alternative
approaches to problem solving, and multiple
representations. Then he ties it all together
with ideas for effective lesson planning.
Course Objectives
• Develop techniques for increasing student engagement
and learning
• Explore classroom routines that focus on student explanation
• Promote fruitful discussion in the mathematics classroom
• Plan, teach, and reflect on lessons based on ideas
presented in the course.
This online course
is based on the
bestselling text
Accessible
Mathematics:
10 Instructional
Shifts That Raise
Student
Achievement.
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!
W
E
N
Math &
Science
for
Spring 2014
Transition to Algebra, EDC. . . . . . . . . . . . . . . . . . . . . . . 2–3
Lessons & Activities for Building
Powerful Numeracy, Harris . . . . . . . . . . . . . . . . . . . . . . . . 4
Powerful Problem Solving, Ray . . . . . . . . . . . . . . . . . . . . 5
Agents of Change, West & Cameron . . . . . . . . . . . . . . . 6
Science Notebooks, 2/e, Fulton & Campbell . . . . . . 7
Teaching Mathematics, K-6 . . . . . . . . . . . . . . . . . . . . . . 8–25
Teaching Mathematics, 6-12 . . . . . . . . . . . . . . . . . . . . 26–28
The Math Process Standards Series, K-8 . . . . . 29–30
More Recommendations for Math, K-12 . . . . . . . 31–32
Math Leadership and Staff Development . . . . 33–36
Teaching Science, K-12 . . . . . . . . . . . . . . . . . . . . . . . . . 37–44
Book Study Bundles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Staff Development Bundles . . . . . . . . . . . . . . . . . . . . . . . 46
Title Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Ordering Information. . . . . . . . . . . Inside back cover
NEW
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Heinemann titles! Look for the E icon.
NEW
MATH & SCIENCE
Transition to Algebra was designed
by EDC (Education Development
Center, Inc.) with funding from the
National Science Foundation
Research-based,
National Science
Foundation–funded
“Many students disconnect mathematics from common sense.
Transition to Algebra uses explorations, problems, and puzzles
to build the logic of algebra to help students make sense
of what they are learning.”
—June Mark, E. Paul Goldenberg, Mary Fries, Jane M. Kang, and Tracy Cordner
Transition to Algebra
Uniquely Effective Supports That Make Algebra Make Sense
June Mark, E. Paul Goldenberg, Mary Fries, Jane M. Kang, and Tracy Cordner
Think about your algebra students. How many are highly successful?
How many:
• struggle to pass and will require remediation?
• pass but won’t move on to more advanced math?
• pass but will continue to struggle with advanced math?
Numerous studies establish that as many as 40% of students need to retake algebra to
achieve proficiency. Simply reteaching the same content the same way is not effective, but
Transition to Algebra is.
Research shows that success in algebra:
• opens doors to more advanced mathematics
• is a predictor of eventual graduation
• acts as a gateway to a bachelor’s degree
• is linked to job readiness and higher earning once the student enters the workforce.
Designed by EDC (Education Development Center, Inc.) with funding from the National
Science Foundation (NSF), Transition to Algebra (TTA) uses algebraic logic puzzles and explorations to help students shift their ways of thinking from the concrete procedures of arithmetic
to the abstract reasoning that success with algebra requires.
2
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NEW
Transition to Algebra
12 Units of Study
Instruction is organized around 12 concise units of study
that make it easy to use in a variety of settings, providing
support in areas where students need the most help.
• Unit 1: Language of Algebra
• Unit 2: Geography of the Number Line
• Unit 3: Micro-Geography of the Number Line
• Unit 4: Area and Multiplication
• Unit 5: Logic of Algebra
• Unit 6: Geography of the Coordinate Plane
• Unit 7: Thinking Things Through Thoroughly
• Unit 8: Logic of Fractions
• Unit 9: Points, Slopes, and Lines
• Unit 10: Area Model Factoring
• Unit 11: Exponents
• Unit 12: Algebraic Habits of Mind
Series Components
Student Worktext
• One for each unit of study
• Includes lessons, tiered practice materials,
explorations, and hands-on activities
• Connects to and extends Algebra 1 course topics
Professional Support
• The Series Overview outlines the guiding principles
behind TTA and describes ways of embedding
instruction into your curriculum.
• A Teaching Guide for each of the 12 units supports
your teaching of the TTA lessons, explorations, practice
problems, and related activities.
• An Answer Key offers teachers easy access to the
solutions in the 12 student worktexts.
Assessment Tools
• Formative assessments let you know how well
students are integrating new content before moving on.
1 of 12
1 of 12
• End-of-unit assessments evaluate students’ success with the learning goals for each unit.
Digital Resources for Teaching and Learning
• Templates, activities, and cut-outs for lesson use
• Implementation and correlation options
To learn more about the series, visitTransitionToAlgebra.com.
Transition to Algebra: Class Pack for 10 / 978-0-325-05750-7 / 2014 / Implementation Guide +12 Teachers Guides (1 per unit) +
12 Student Worktext Answer Keys + 10 copies of each Student Worktext (12 Units) / $495.00—SAVE $55.00
Transition to Algebra: Class Pack for 20 / 978-0-325-05751-4 / 2014 / Implementation Guide +12 Teachers Guides (1 per unit) +
12 Student Worktext Answer Keys + 20 copies of each Student Worktext (12 Units) /$795.00—SAVE $105.00
Transition to Algebra: Class Pack for 30 / 978-0-325-05752-1 / 2014 / Implementation Guide +12 Teachers Guides (1 per unit) +
12 Student Worktext Answer Keys + 30 copies of each Student Worktext (12 Units) / $995.00—SAVE $255.00
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
3
NEW
MATH & SCIENCE
“When we help students construct and use numerical relationships,
they begin to believe that they really can learn higher math.”
—Pam Harris
Lessons and Activities for Building Powerful Numeracy
Pam Harris
Building Powerful Numeracy for Middle and High School Students brought the world of research
on numeracy at the elementary level to the secondary level, helping teachers build numeracy in
their students and showing how that work supports students in understanding higher math.
Now, Pam Harris continues her work by offering lessons and activities that promote her
strategies for teaching as much mathematics as possible with as little memorization as possible.
Two types of activities for building numeracy are included in this workbook:
• Student Workouts include reproducible worksheets that students can work on independently
or in pairs, followed by robust class discussion to promote understanding of the ideas.
• Teacher Directed Activities are whole-class mini-lessons designed to help students construct
numerical relationships as they work with the teacher.
While the Student Workouts provide starting points for students to build important numerical
relationships and choose effective strategies, the Teacher Directed Activities provide opportunities for discussing, comparing, modeling, verbalizing strategies, finding and describing
patterns, and making generalizations. Together they help develop the mathematical habits of
mind that students need for higher math.
Grades 6–10 / 978-0-325-04804-8 / 2014 / 264pp est. / $26.50 est.
Building Powerful Numeracy for Middle and
High School Students
“This book is an outstanding and welcome contribution to the field of mathematics education. It simultaneously addresses the development of numeracy and
the extensions to the mathematical ideas taught on the secondary level and does
so in a wonderfully engaging, coherent, and thoughtful way.”
—Catherine Twomey Fosnot
Grades 6–10 / 978-0-325-02662-6 / 2011 / 184pp / $21.50
4
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“We’ve tried to create a book that is full of activities and stories that
focus on helping students become powerful problem solvers, able to
make sense of problems, choose and use multiple strategies with
confidence, and reflect back on their work and learning.”
—Max Ray
Powerful Problem Solving
Activities for Sense Making with the Mathematical Practices
Max Ray
How can we break the cycle of frustrated students who “drop out of math” because the procedures just don’t make sense to them? Or who memorize the procedures for the test but don’t
really understand the mathematics? Max Ray and his colleagues at the Math Forum @ Drexel
University say “problem solved,”by offering their collective wisdom about how students
become proficient problem solvers, as seen through the lens of the CCSS for Mathematical
Practices. They unpack the process of problem solving in fresh new ways and turn the Practices
into activities that teachers can use to foster habits of mind required by the Common Core:
• communicating ideas and listening to the reflections of others
• estimating and reasoning to see the “big picture”of a problem
• organizing information to promote problem solving
• using modeling and representations to visualize abstract concepts
• reflecting on, revising, justifying, and extending the work.
Powerful Problem Solving shows what’s possible when students become active doers rather than
passive consumers of mathematics. Max argues that the process of sense making truly begins
when we create questioning, curious classrooms full of students’ own thoughts and ideas. By
asking “What do you notice? What do you wonder?” we give students opportunities to see
problems in big-picture ways, and discover multiple strategies for tackling a problem. Selfconfidence, reflective skills, and engagement soar, and students discover that the goal is not to
be “over and done” but to realize the many different ways to approach problems.
Grades 3–8 / 978-0-325-05090-4 / 2013 / 208pp / $23.00 (SAVE with bundles, p. 45) E
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
5
NEW
MATH & SCIENCE
“If education is to be the learning profession, then we must
walk the walk of learners. The bottom line is creating a culture
in which learning, innovation, and collaboration are the norms—
a learning culture. When adults in schools create such
environments, children will thrive.”
—Lucy West and Antonia Cameron
Agents of Change
How Content Coaching Transforms Teaching and Learning
Lucy West and Toni Cameron
How can teacher leaders cultivate an adult-learning environment that will upgrade teaching
capacity system-wide, and ultimately improve student learning in every classroom? Lucy
West and Toni Cameron turn decades of experience designing and implementing coaching
initiatives into a practical resource for transforming school culture and inspiring true
learning at every level.
Agents of Change provides coaches, administrators, and teacher leaders with specific techniques, tools, and strategies for working with individual classroom teachers to plan and coteach
lessons, reflect on them afterwards, and find evidence of student learning. Lucy and Toni argue
that when we infuse rich learning conversations into the professional discourse via coaching,
study lessons, and regular meeting times for professionals to work collaboratively, we’re able to
examine what it takes on a day-to-day basis to reach every student in our classrooms. The
transformative potential of content coaching to improve both teacher and student learning on
a school-wide level has never been more clear.
Grades K–8 / 978-0-325-01383-1 / 2013 / 232pp / $34.00
PD:
6
Bring Lucy West to your school or PD event. For more information, visit Heinemann.com/pd.
PHONE
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“Science notebooks are more than a collection of notes
about science. They build and reveal students’ thinking
about science content.”
—Lori Fulton and Brian Campbell
Science Notebooks
SECOND EDITION
Writing About Inquiry
Lori Fulton and Brian Campbell
The bestselling first edition of Science Notebooks inspired thousands of teachers to use science
notebooks as a powerful way to help students reveal and develop their thinking about scientific
concepts, engage in the work of scientists and engineers, and exercise language skills. Lori
Fulton and Brian Campbell make the second edition even more valuable by showing how
science notebooks support implementation of the Next Generation Science Standards as well
as the Common Core State Standards for ELA. The authors have also added new material to
every chapter, including:
• strategies to scaffold science notebook instruction
• how science notebooks help students develop explanations and arguments based on evidence
• strategies for collecting and analyzing science notebooks for formative assessment
• new interviews with scientists and engineers that spotlight the use of science notebooks in
their work.
Student samples and classroom vignettes from a variety of settings illustrate the transformative
effect of science notebooks on students’ scientific thinking as well as their literacy skills.
Grades K–5 / 978-0-325-05659-3 / 2014 / 136pp / $17.50 (SAVE with bundles, p. 45) E
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
7
MATH
“This book will be your road map to implementing
the CCSS Standards for Mathematical Practice.
The explanations, examples, activities, and suggestions
are intended to guide you to a deeper understanding of the
Practice Standards so your classroom is filled with students
who reason, apply, and truly understand mathematics.”
—Susan O’Connell and John SanGiovanni
Putting the Practices Into Action
Implementing the Common Core Standards for Mathematical Practice
Susan O’Connell and John SanGiovanni
The Standards for Mathematical Practice promise to elevate students’ learning of math from
knowledge to application and bring rigor to our math classrooms. But how can we incorporate
the Practices into our teaching and ensure that our students develop these critical skills? Susan
O’Connell and John SanGiovanni unpack each of the eight Practices and provide a wealth of
practical ideas and activities to help you quickly integrate them into your existing math
program. Putting the Practices Into Action breaks each standard down to address:
• why the standard is important
• how to interpret and understand the standard
• how to bring the standard into your current teaching.
The authors show the true power of the standards by describing how they intermingle,
blending together to empower students to use math and think mathematically. With
classroom vignettes, sample activities, and helpful teaching tips, Putting the Practices Into Action
brings the standards to life by illustrating what they look like in real classrooms. Discover how
to integrate the Practices into your teaching, and let the journey of implementation begin.
Grades K–8 / 978-0-325-04655-6 / 2013 / 168pp / $20.00 (SAVE with bundles, p. 45) E
PD: Bring Susan O’Connell to your school or PD event to speak about the Common Core for Math or a variety of other topics.
For more information, visit Heinemann.com/pd.
8
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Teaching Mathematics Grade K–6
Mastering the Basic Math Facts
in Addition and Subtraction and
Mastering the Basic Math Facts
in Multiplication and Division
Strategies, Activities & Interventions to Move
Students Beyond Memorization
Susan O’Connell and John SanGiovanni
“What a find! These books are resources
that will not be on a shelf waiting to be
pulled. These books will be used. You’ll find
them on teachers’ desks and talked about
in faculty lounges. These books are ‘must
haves’ as we all navigate the route to
computational fluency.”
—Francis (Skip) Fennell
Professor of Education & Graduate and Professional Studies,
McDaniel College, Past President of NCTM
In today’s math classroom, we want children to do more
than just memorize math facts. We want them to understand
the math facts they are being asked to memorize. Our goal is
automaticity and understanding; without both, our children
will never build the foundational skills needed to do more
complex math. Sue O’Connell and John SanGiovanni provide insights into the
teaching of basic math facts, including a multitude of instructional strategies,
teacher tips, and classroom activities to help students master their facts while
strengthening their understanding of numbers, patterns, and properties.
Designed to be easily integrated into your existing math program, Mastering the
Basic Math Facts:
• emphasizes the big ideas that provide a focus for math-facts instruction
• broadens your repertoire of instructional strategies
• provides dozens of easy-to-implement activities to support varied
levels of learners
• stimulates your reflection related to teaching math facts.
Through investigations, discussions, visual models, children’s literature, and
hands-on explorations, students develop an understanding of the concepts, and
are then ready to begin to commit those facts to memory.
Whether you’re introducing your students to basic math facts, reviewing facts,
or providing intervention for struggling students, this book will provide you with
insights and activities to simplify this complex, but critical, component of math
teaching. Over 450 downloadable pages of customizable activities, templates,
recording sheets, and teacher tools are included in both English and Spanish.
Addition and Subtraction: Grades K–3 / 978-0-325-02963-4 / 2011 / 144pp / $25.00 (SAVE with bundles, p. 45)
Multiplication and Division: Grades 2–6 / 978-0-325-05965-5 / 2011 / 192pp / $25.00 (SAVE with bundles, p. 45)
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
9
MATH
“The fact that, for the first time, the U.S. has what is essentially
a national curriculum, equivalent in quality to what is found
in the highest scoring countries in the world, means that
the focus of leadership can finally shift from arguing
about what math to teach, to how best to teach
the agreed upon content to all students.”
—Steven Leinwand
Sensible Mathematics SECOND EDITION
A Guide for School Leaders in the Era of Common Core State Standards
Steven Leinwand
Providing effective leadership for school mathematics programs is particularly challenging in an
era of both ambitious Common Core State Standards and unprecedented pressure to raise
mathematics achievement. In this updated edition of the bestselling Sensible Mathematics, Steven
Leinwand provides specific guidance on how to make the necessary shifts in curriculum,
instruction, assessment, and professional development to meet and exceed the Common Core
State Standards. Even more important, he shows us why these changes are so urgently needed
if we truly are to prepare students to become mathematical thinkers in a 21st century world.
Sensible Mathematics serves as a guiding light through a sea of change and provides a broad
array of practical strategies for implementing the standards, as well as how-to game plans for
overcoming obstacles and challenges. Other topics of discussion include:
• Making the case for change: strategies, ammunition, and compelling examples
• 10 characteristics of sensible, sense-making mathematics
• Math coaches: how to recruit the best and support their efforts
• Intervention: providing effective support services
• Technology and instruction: providing access for teachers and students
• 15 key components of a high performance mathematics program
• Success stories: school leaders who made a difference
Sensible Mathematics is a call to arms for positive, realistic change that empowers teachers
and prepares students for our changing world. Make a difference—move your school mathematics program into the 21st century.
Grades K–12 / 978-0-325-04382-1 / 2012 / 144pp / $22.00
10
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Teaching Mathematics Grade K–6
BEST
SELLER
Accessible Mathematics
Ten Instructional Shifts That Raise Student Achievement
Steven Leinwand
“I have seen even the most reluctant teachers come alive after reading
Accessible Mathematics. Leinwand’s strategies are accessible (that word
again) to those teachers. As a colleague said, reading it is ‘life changing.’”
—Wylie Beatty
Mathematics Instructional Coach, Bethel School District, WA
With more than 30 years experience as a mathematics consultant, evaluator, and researcher,
Steven Leinwand has observed over 2,000 mathematics classrooms from kindergarten to
calculus, collecting a rich repository of “data” from which to extract and synthesize what seems
to work and what doesn’t. His conclusion? “It is instruction—what teachers actually do to present
mathematical ideas and to structure learning—that makes all the difference.”
Accessible Mathematics is a toolbox of strategies teachers can use to improve instruction right
now, in every single classroom regardless of its diversity. There is no overhauling of teaching
methods here, no starting from scratch. Leinwand argues that by making just a few powerful
instructional shifts in how you plan, implement, and assess daily mathematics instruction, you
can significantly enhance the quality of your teaching and its impact on student achievement.
“In high-performing schools across the country, we see teachers making “Why?” a classroom mantra
to support a culture of reasoning and justification. We see cumulative review being incorporated daily.
We see deliberately planned lessons that skillfully employ alternative approaches and multiple representations that value different ways to reach solutions to real problems. We see teachers relying on
relevant contexts and using questions to create language-rich mathematics classrooms.”
Want to become a better math teacher, and realize immediate improvement in your students’
work? Put Steve Leinwand’s ten instructional shifts to the test. You’ll be amazed at how accessible mathematics can be.
Grades K–12 / 978-0-325-02656-5 / 2009 / 128pp / $17.00 (SAVE with bundles, p. 45) E
Steve Leinwand’s online course, “Making Math Far More Accessible to Our Students” is based on
Accessible Mathematics. See inside front cover or visit Heinemann.com/DigitalCampus
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
11
MATH
“Too often students engage in decontextualized arithmetic,
relying on memorized facts whether they understand them or not.
Math workshop builds student ownership of the content,
invites learners to flex their mental muscles, and ensures that the
procedures and ideas actually make sense to the learner.”
—Wendy Ward Hoffer
Minds on Mathematics
Using Math Workshop to Develop Deep Understanding in Grades 4–8
Wendy Ward Hoffer
Why is it that so many of our students don’t get math? Why, despite all our efforts, does
student progress in mathematics lag way behind our expectations? Wendy Ward Hoffer argues
that all learners are capable of deep understanding, but first we must create classrooms where
teachers serve as coaches, students engage as a community of learners, and everybody works
toward “getting it” together. Minds on Mathematics shows you how. Wendy describes a “mindson” math workshop that packs a powerhouse of benefits, helping you:
• set the stage for students’ deep mathematical thinking and understanding
• build up students’ 21st-century skills and strategies
• provide an ideal forum for teaching the Common Core State Standards
for Mathematical Practice
• develop self-confidence and mathematical competence in every learner.
Minds on Mathematics shows how to make the workshop model come to life in your math
classroom, and proves that when we provide math learning experiences that support students to
become critical thinkers and problem solvers, to stretch and think in new ways, and then invite
them to communicate their ideas to others, we inspire them to get math like never before.
Grades 4–8 / 978-0-325-04434-7 / 2012 / 208pp / $23.00 (SAVE with bundles, p. 45) E
12
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Teaching Mathematics Grade K–6
“Our digital-lab environment provides an active, more meaningful
professional development experience, which empowers teachers
to integrate theory and practice. We offer teachers the opportunity
to embark upon their own landscape of learning journey.”
—Catherine Twomey Fosnot
Learning to Support Young Mathematicians at Work
An Early Algebra Resource for Professional Development
Catherine Twomey Fosnot, Maarten Dolk, Bill Jacob,
Kara Louise Imm, and Despina Stylianou
Learning to Support Young Mathematicians at Work offers Professional Development providers
interactive, meaningful tools to help teachers deepen their algebraic thinking within a unique
digital environment.Two DVD-ROMs feature classroom sessions that show students exploring
the sequence of investigations and activities found in the popular Contexts for Learning
Mathematics algebra unit books Trades, Jumps, and Stops and The California Frog-Jumping Contest.
Extensive classroom video footage allows participants to study children over time, and examine
and analyze their development as well as the teacher’s pedagogy. Users can respond to
prompts, create video clips and presentations, and explore related materials all from the DVDROMs, either alone or in a workshop setting.
The PD facilitator’s guide features a flexible menu of workshops, ranging from two-hour
sessions that focus on a particular topic to comprehensive 5-day institutes. As participants
engage in the investigations, they build their own conceptual and pedagogical understanding
of algebra and proof, questioning and conferring, observing children at work in mathematics,
and using the powerful tools of context and representations. These learning experiences foster
teachers’ algebraic thinking and set the stage for robust and active classroom practice that
promotes students’ deep understanding.
Complete Facilitator’s Package: Grades 2–6 / 978-0-325-04363-0 / 2012 / 366pp guide + 2 DVDs / $199.50
Also Available Separately:
Trades, Jumps, and Stops DVD-ROM (Compatible with Windows XP, Vista, Windows 7, and Mac OSX up to 10.6.)
978-0-325-04362-3 / 2012 / DVD / $19.50
California Frog Jumping Contest DVD-ROM (Compatible with Windows XP, Vista, Windows 7, and Mac OSX up to 10.6.)
978-0-325-04691-4 / 2012 / DVD / $19.50
Please note the DVDs are not compatible with Mac OS X 10.7 (Lion)
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
13
MATH
Young Mathematicians at Work Series
Constructing Algebra
Catherine Twomey Fosnot and Bill Jacob
“When children are given the chance
to structure number and operation
in their own way, they can make sense
of algebra not as a funny set of rules
that mixes up letters and numbers
but as a language for describing the
structure and relationships they uncover.”
—Catherine Twomey Fosnot and Bill Jacob
The first three volumes of this popular series help teachers support children’s
development in number sense and operation, from addition and subtraction
through fractions, decimals, and percents. Catherine Twomey Fosnot and Maarten
Dolk’s signature approach uses classroom vignettes to illustrate the investigations
and minilessons students engage in as they build their mathematical knowledge.
The hallmarks of their approach include:
• supporting children as they construct mathematical strategies and big ideas
• creating realistic contexts and representational models that develop
children’s capacity to mathematize their world
• building a collaborative community of mathematical thinkers engaged
in inquiry.
For the fourth volume Catherine teams up with Bill Jacob to offer a comfortably
familiar and characteristically rich extension to the earlier work. In Constructing
Algebra Catherine and Bill provide a landscape of learning that helps teachers
recognize, support, and celebrate their students’ capacity to structure their worlds
algebraically. They identify for teachers the models, contexts, and landmarks that
facilitate algebraic thinking in young students.
This volume will be a welcome resource for classroom teachers, math supervisors, and curriculum coordinators alike. Preparing young children for success in
algebra is a crucial topic. Constructing Algebra provides the insightful and practical
methods from the most trusted source for teaching mathematics to young students.
Grades K–8 / 978-0-325-02841-5 / 2010 / 224pp / $25.00 E
Save with Book Study Bundles (15 copies at 15% off):
978-0-325-03384-6 / 15 books / $318.75—SAVE $56.25
Also Available
Constructing Number Sense, Addition, and Subtraction
PreK–3 / 978-0-325-00353-5 / 2001 / 216pp / $25.00
Constructing Multiplication and Division
Grades 3–5 / 978-0-325-00354-2 / 2001 / 192pp / $25.00
Constructing Fractions, Decimals, and Percents
Grades 5–8 / 978-0-325-00355-9 / 2002 / 192pp / $25.00
SPECIAL OFFER: The Complete Young Mathematics at Work Series
978-0-325-03385-3 / 4 books / $85.00
14
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Resources from Catherine Fosnot
Young Mathematicians at Work
Resource Packages
The Young Mathematicians at Work Resource Packages unpack the
research and theories with live-from-the-classroom video clips.
Each Resource Package includes:
• an interactive CD-ROM that allows workshop participants to
explore video of instruction and assessment, sample student
work over time to analyze development, take notes on what
they see, and capture and share specific footage
• a Professional Development Overview Manual that
provides general advice on how to use the CD-ROM
for staff development
• a Facilitator’s Guide that includes suggestions for using the
video clips, sample dialogue from workshops, and tips for facilitating discussions.
Grades PreK–3:
Exploring Ages: The Role of Context / Grades PreK–3 / 978-0-325-00676-5 / $58.00
Addition and Subtraction Minilessons / Grades PreK–3 / 978-0-325-00675-8 / $58.00
Taking Inventory: The Role of Context / Grades PreK–3 / 978-0-325-00672-7 /$ 58.00
Working with the Number Line: Mathematical Models / Grades PreK–3 /
978-0-325-00673-4 / $58.00
Fostering Children’s Mathematical Development: The Landscape of Learning /
Grades PreK–3 / 978-0-325-00674-1 / $58.00
Grades 3–5:
Working with the Array: Mathematical Models / Grades 3–5 / 978-0-325-00778-6 / $58.00
Multiplication and Division Minilessons / Grades 3–5 / 978-0-325-00776-2 / $76.00
Turkey Investigations: A Context for Multiplication / Grades 3–5 / 978-0-325-00774-8 / $58.00
Exploring Soda Machines: A Context for Division / Grades 3–5 / 978-0-325-00772-4 / $58.00
Fostering Children’s Mathematical Development: The Landscape of Learning / Grades 3–5 /
978-0-325-00780-9 / $58.00
Grades 5–8:
Exploring Playgrounds: A Context for Multiplication of Fractions / Grades 5–8 / 978-0-325-00904-9 / $58.00
Minilessons for Operations with Fractions, Decimals, and Percents / Grades 5–8 / 978-0-325-00902-5 / $76.00
Sharing Submarine Sandwiches: A Context for Fractions / Grades 5–8 / 978-0-325-00898-1 / $58.00
Working with the Ratio Table: Mathematical Models / Grades 5–8 / 978-0-325-00896-7 / $58.00
Fostering Children’s Mathematical Development: The Landscape of Learning / Grades 5–8 /
978-0-325-00900-1 / $58.00
ALSO AVAILABLE! Participant CDs are available for each resource package (only $19.50 per CD).
For ordering information visit Heinemann.com.
SPECIAL OFFER: SAVE 20% when you purchase all 5 grade-specific facilitator’s packages.
To learn more about the Young Mathematicians at Work series and its contributing authors,
visit ContextsForLearning.com.
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
15
MATH
Contexts for Learning Mathematics
Catherine Twomey Fosnot
How can you supplement your math curriculum to
meet the Common Core’s Standards for Mathematical
Practice? How can you foster the proficiencies and
habits of mind that students will need in this new era
of teaching: critical thinking, problem solving,
communication, flexibility, and adaptability? The
Contexts for Learning Mathematics series by Catherine
Twomey Fosnot and her colleagues from
Mathematics in the City and the Freudenthal Institute
helps you bring the standards to life with rich contexts
for investigations that promote deep mathematical
understanding.
Investigating Number Sense, Addition, and
Subtraction (Grades K–3) supports the development
of such fundamental topics as place value, compensation and equivalence, addition and subtraction on
the open number line, and the efficient use of 5and 10-structures.
Investigating Multiplication and Division (Grades 3–5)
explores big ideas in multiplication and division with
increasing sophistication, including systematic
factoring and the distributive, associative, and commutative properties and their use in computation.
Investigating Fractions, Decimals, and Percents (Grades
4–6) examines fundamental topics such as equivalence
of fractions, operations with fractions, proportional
reasoning, rates, and the ordering of decimals.
Whether used as supplemental units or as
replacement units, Contexts for Learning Mathematics
will reinforce and deepen your current math
curriculum.
Contexts for Learning Math components:
• Read-aloud books and posters
• Unit books
• Resource guides
• An overview book
• A resources CD-ROM
To learn more about the components and contents,
visit ContextsForLearning.com.
Complete content-based packages are ideal for math coaches, lead teachers, and resource libraries.
Level I: Investigating Number Sense, Addition, and Subtraction / Grades K–3 / 978-0-325-01052-6 / 2007 /
12 Books + 8 Read-Aloud Books + CD-ROM / $215.00
Level 2: Investigating Multiplication and Division / Grades 3–5 / 978-0-325-01053-3 / 2007 / 8 Books +
17 Posters + CD-ROM / $175.00
Level 3: Investigating Fractions, Decimals, and Percents / Grades 4–6 / 978-0-325-01054-0 / 2007 / 7 Books +
16 Posters + CD-ROM / $175.00
Fosnot’s Complete Elementary Bundle / 978-0-325-01004-5 / 2007 / K–3 + 3–5 + 4–6 /
a $565.00 value for only $509.00
Teacher Packs are also available. For more information and pricing, visit ContextsForLearning.com.
16
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Resources from Catherine Fosnot
Individual Titles
Because some teachers may want to mix and match units to fit the
needs of their students, all of the unit books are available for
purchase individually. The yearlong resource guides can also be
purchased individually. To learn more about contents of individual
titles, go to ContextsForLearning.com.
Ensure
alignment
with the
Common Core
State
Standards
Resource Guides
Each resource guide is progressively structured, moving from
fundamental strategies to more sophisticated operations. Together,
these minilessons provide strings of related problems that develop
students’ deep number sense and expand their repertoire of
strategies for mental arithmetic.
Games for Early Number Sense / Grades K–1 / 978-0-325-01009-0 / $25.00
Minilessons for Early Addition and Subtraction Grades 1–2
978-0-325-01013-7 / $25.00
Minilessons for Extending Addition and Subtraction / Grades 2–3
978-0-325-01102-8 / $25.00
Minilessons for Early Multiplication and Division / Grades 3–4
978-0-325-01021-2 / $25.00
Minilessons for Extending Multiplication and Division / Grades 4–5
978-0-325-01103-5 / $25.00
Minilessons for Operations with Fractions, Decimals, and Percents / Grades 5–6
978-0-325-01029-8 / $25.00
Unit Books
Unit books comprise a 2-week sequence of investigations, games, and minilessons that foster a deep conceptual understanding of essential mathematical
ideas, strategies, and models. The context-setting texts, images, and teaching tools
are provided in a reproducible format in the appendix of each book.
Bunk Beds and Apple Boxes: Early Number Sense / Grades K–1 / 978-0-325-01006-9 / $25.00
Organizing and Collecting: The Number System / Grades K–1 / 978-0-325-01011-3 / $25.00
The Double-Decker Bus: Early Addition and Subtraction / Grade 1 / 978-0-325-01008-3 / $25.00
Beads and Shoes, Making Twos: Extending Number Sense / Grades 1–2 / 978-0-325-01007-6 / $25.00
Measuring for the Art Show: Addition on the Open Number Line / Grade 2 / 978-0-325-01010-6 / $25.00
Trades, Jumps, and Stops: Early Algebra / Grade 2 / 978-0-325-01015-1 / $25.00
Ages and Timelines: Subtraction on the Open Number Line / Grades 2–3 / 978-0-325-01014-4 / $25.00
The T-Shirt Factory: Place Value, Addition, and Subtraction / Grades 2–3 / 978-0-325-01012-0 / $25.00
Groceries, Stamps & Measuring Strips: Early Multiplication/ Grades 2–3 / 978-0-325-01016-8 / $25.00
The Big Dinner: Multiplication with the Ratio Table / Grades 3–4 / 978-0-325-01018-2 / $25.00
Muffles’ Truffles: Multiplication and Division with the Array / Grades 3–4 / 978-0-325-01019-9 / $25.00
The Teachers’ Lounge: Place Value and Division / Grades 3–4 / 978-0-325-01022-9 / $25.00
The Box Factory: Extending Multiplication with the Array / Grades 4–5 / 978-0-325-01020-5 / $25.00
Field Trips and Fund-Raisers: Introducing Fractions / Grades 4–5 / 978-0-325-01023-6 / $25.00
The California Frog-Jumping Contest: Algebra / Grades 5–6 / 978-0-325-01024-3 / $25.00
Best Buys, Ratios & Rates: Addition and Subtraction of Fractions / Grades 5–6 / 978-0-325-01026-7 / $25.00
The Mystery of the Meter: Decimals / Grades 5–6 / 978-0-325-01027-4 / $25.00
Exploring Parks & Playgrounds: Multiplication & Division of Fractions/ Grades 5–6 / 978-0-325-01028-1 / $25.00
Grade levels reflect Common Core alignment
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
17
MATH
“For many students, traditional instruction is so distant from their
needs that each day they make little or no learning progress and fall
farther and farther behind curriculum demands. In contrast,
Cognition-Based Assessment offers a framework to support
teaching that enables ALL students to understand, make personal
sense of, and become proficient with mathematics.”
—Michael Battista
Cognition-Based Assessment and Teaching
Building on Students’ Reasoning
Michael Battista
Designed to work with any curriculum, Cognition-Based Assessment and Teaching will enable you
to better understand and respond to your students’ learning needs and help you choose
instructional activities that are best for them. Michael Battista offers a powerful, learningprogressions model for maximizing each student’s progress—helping students who are behind
catch up, preventing future failures from occurring, and helping students who are ready move
quickly ahead. Cognition-Based Assessment and Teaching will help you with all three tiers in RTI.
Using a research-based framework that describes the development of students’ thinking and
learning in terms of levels of sophistication, a “cognitive terrain” that includes ascents and
plateaus, Battista shows how teachers can build on their students’ reasoning with instruction
that keeps them moving ever upwards.
Six different mathematical content areas make up the Cognition-Based Assessment and
Teaching series, each available separately:
Addition and Subtraction: Grades K–6 / 978-0-325-01271-1 / 2012 / 112pp / $19.50
Multiplication and Division: Grades K–6 / 978-0-325-04344-9 / 2012 / 160pp / $19.50
Place Value: Grades K–6 / 978-0-325-04343-2 / 2012 / 112pp / $19.50
Fractions: Grades K–6 / 978-0-325-04345-6 / 2012 / 160pp / $19.50
Geometric Shapes: Grades 1–8 / 978-0-325-04351-7/ 2012 / 160pp / $19.50
Geometric Measurement: Grades 1–8 / 978-0-325-04348-7 / 2013 / 414pp / $36.00
Special Offer: Complete Six-Volume Set / 978-0-325-04346-9 / $112.72
18
PHONE
800.225.5800
FAX
877.231.6980
PRICES IN THIS CATALOG REFLECT 20% OFF LIST PRICE.
Teaching Mathematics–Grades K–6
Connecting Arithmetic to Algebra
Strategies for Building Algebraic Thinking in the Elementary Grades
Susan Jo Russell, Deborah Schifter, and Virginia Bastable
“This wonderfully accessible book, written in ways that place the reader in the center of a
thinking, questioning, and reasoning classroom, provides guidance on how to make these
critical connections with practical strategies and explicit techniques.”
—Steve Leinwand, author of Accessible Mathematics
Algebra readiness: it’s a topic of concern that seems to pervade every school district. How can
we better prepare elementary students for algebra? More importantly, how can we help all
children, not just those who excel in math, become ready for later instruction?
Connecting Arithmetic to Algebra shows how investigating the behavior of the operations can
move students forward. Nationally-known math educators Russell, Schifter, and Bastable
describe how elementary teachers can shape their instruction so that students learn to:
• notice and describe consistencies across problems
• articulate generalizations about the behavior of the operations
• develop mathematical arguments based on representations to explain why such
generalizations are or are not true.
Each chapter is illustrated by lively episodes drawn from the classrooms of collaborating
teachers in a wide range of settings.
Grades 1–6 / 978-0-325-04191-9 / 2011 / 176pp / $21.00
For Staff Developers! Available online, the Course Facilitator’s Guide provides math
leaders with tools and resources for implementing a Connecting Arithmetic to Algebra workshop
or preservice course.
978-0-325-04327-2 / 2012 / 144pp / $18.50
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
19
MATH
Extending Children’s Mathematics: Fractions and Decimals
Innovations in Cognitively Guided Instruction
Susan B. Empson and Linda Levi
“The emphasis in all of our work has been on what children can do when
given the chance to reason things out for themselves and the kinds of
mathematics understanding that emerges. In this book, we share what
we have learned about how children can learn fractions and decimals,
and become proficient mathematical thinkers who enjoy solving
problems.”
—Susan B. Empson and Linda Levi
This highly anticipated follow-up volume to Children’s Mathematics: Cognitively Guided
Instruction addresses the urgent need to help teachers understand and teach fraction concepts.
Fractions remain one of the key stumbling blocks in math education, and here Empson and
Levi lay a foundation for understanding fractions and decimals in ways that build conceptual
learning. They show how the same kinds of intuitive knowledge and sense making that
provide the basis for children’s learning of whole number arithmetic can be extended to fractions and decimals. Just as they did in Children’s Mathematics and Thinking Mathematically,
Empson and Levi provide important insights into children’s thinking and innovative
approaches to solving problems.
With illuminating examples of student work, classroom vignettes, teacher commentaries
from the field, sample problems, and instructional guides provided in each chapter, you’ll have
all the tools you need to teach fractions and decimals for understanding and confidence.
Grades 1–6 / 978-0-325-03053-1 / 2011 / 272pp / $27.00
20
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Teaching Mathematics–Grades K–6
Children’s Mathematics
Cognitively Guided Instruction
BEST
SELLER
Thomas Carpenter, Elizabeth Fennema,
Megan Loef Franke, Linda Levi, and Susan B. Empson
“I highly recommend this book for in-service
and preservice teachers and their instructors. It
is a valuable resource to help understand
children’s intuitive mathematical thinking and to
use that knowledge to help children learn
mathematics with understanding.”
—Teaching Children Mathematics
Children’s Mathematics: Cognitively Guided Instruction has
helped hundreds of thousands of teachers understand children’s intuitive
problem-solving and computational processes. Current research indicates that
CGI appears to lay a strong foundation for elementary students’ learning of early
algebra concepts and also forms a base for transformational teacher professional
development.
The authors offer a detailed explanation and numerous examples of the
problem-solving and computational processes that virtually all children use as
their numerical thinking develops. Two accompanying CDs provide a
remarkable inside look at students and teachers in real classrooms implementing the teaching and learning strategies described in the text. Together,
the book and CDs provide you with the foundation necessary to engage
children in discussions of how they think through problems—providing
suggestions for what problems to give, insight into what responses to expect,
and how children’s thinking will evolve.
Grades K–3 / 978-0-325-00137-1 / 1999 / 112pp + 2 CDs / $27.00
Also Available
Thinking Mathematically
Integrating Arithmetic & Algebra in Elementary School
Thinking Mathematically provides a rich portrait of arithmetic set
in a broader perspective on mathematics, and on what it means to do
and learn it. . . . The book overflows with supports for the mathematical work of the teacher in pressing students, provoking,...”
—Hyman Bass and Deborah Loewenberg Ball
In Thinking Mathematically, Thomas Carpenter, Linda Levi, and Megan
Loef Franke take teaching and learning mathematics to the next level,
revealing how children’s developing knowledge of the powerful unifying
ideas of mathematics can deepen their understanding of arithmetic and
provide a solid foundation for learning algebra.
Grades K–6 / 978-0-325-00565-2 / 2003 / 160pp + CD / $27.00
Children’s Mathematics:
A Workshop Leader’s Guide
Includes suggestions for implementing a professional development
program, a selected annotated bibliography, and a selection of resources
such as sample workshop agendas and worksheets.
Grades K–3 / 978-0-325-00641-3 / 2000 / 80pp / $19.50
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
21
MATH
Math Misconceptions
From Misunderstanding to Deep Understanding
Honi Bamberger, Christine Oberdorf,
and Karren Schultz-Ferrell
“In this wonderfully insightful book, Honi,
Christine, and Karren not only describe a vast
array of perfectly understandable mathematical
misconceptions that students have, they also
provide numerous practical instructional
strategies and activities for helping ‘undo’ the
misconceptions.”
—Steven Leinwand
How can you connect the informal knowledge that students bring to your
classroom with the mathematics program adopted by your school system? Just as
important, how do you ensure that the mathematics you are introducing and
reinforcing is accurate and will not need to be re-taught in later years?
Math Misconceptions answers these questions by:
• identifying the most common errors relative to the five NCTM content
strands (number and operations, algebra, geometry, measurement, and data
analysis and probability)
• investigating the source of these misunderstandings
• proposing ways to avoid as well as“undo”misconceptions.
Grades PreK–5 / 978-0-325-02613-8 / 2010 / 200pp / $22.50
PD:
Honi Bamberger is available to speak about math misconceptions and related topics at your school.
For more information, visit Heinemann.com/pd.
Activities to Undo Math Misconceptions,
Grades PreK–2 and 3–5
Two companion activity guides provide explicit instructional ideas
and engaging activities that can be implemented in any classroom.
Each of these practical resources:
• offer numerous instructional ideas (“What to Do”) for correcting common errors and preventing misconceptions from
taking root
• include blackline masters for more than 75 activities and
games that can be immediately incorporated into your classroom instruction.
An accompanying CD contains editable versions of the
blackline masters (in both English and Spanish), allowing you to
customize the activities for your particular classroom.
Grades PreK–2 / 978-0-325-02614-5 / 2010 / 152pp + CD / $20.00
Grades 3–5 / 978-0-325-02617-6 / 2010 / 144pp + CD / $20.00
22
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Teaching Mathematics–Grades K–6
Comprehending Math
Adapting Reading Strategies to
Teach Mathematics, K–6
Arthur Hyde
“For those who devour Comprehending Math
as I did, their teaching will be clearer, bolder,
more connected. And for the ultimate
beneficiaries, they will have a chance to
understand just how integrally our world
is connected.”
—Ellin Oliver Keene
Coauthor of Mosaic of Thought
Arthur Hyde (coauthor of Best Practice) shows how to adapt some of your favorite
and most effective reading comprehension strategies to help your students with
important mathematical concepts. He then presents a practical way to “braid”
together reading comprehension, math problem-solving, and thinking to improve
math teaching and learning. Elaborating on this braided-model approach to
problem solving, he shows how it can support planning as well as instruction.
Comprehending Math is based on cognitive research and features more than three
dozen examples that range from traditional story problems to open-ended or
extended-response problems and mathematical tasks. It gives you step-by-step
ideas for instruction and smart, specific advice on planning strategy-based teaching.
Grades K–6 / 978-0-325-00949-0 / 2006 / 216pp / $25.00 E
PD:
Invite Art’s consultant to your school to present a seminar based on this book. For more information,
visit Heinemann.com/pd.
Mathematics in Focus
How to Help Students Understand Big Ideas and
Make Critical Connections
Jane Schielack and Dinah Chancellor
“The defining characteristic of instruction
in a focused curriculum is that students
have experiences that promote deeper
understanding of the big ideas, as well as
the time to develop these complex
understandings. In this book we offer practical
suggestions that teachers can use with their
local and state mathematics curricula to realize
the vision of NCTM’s Curriculum
Focal Points.”
—Jane F. Schielack and Dinah Chancellor
Schielack and Chancellor understand that teaching a focused curriculum takes
special efforts in planning. They offer practical strategies for lessons that build
purposeful connections while teaching concepts and skills. With their lesson
template and suggestions for long-term planning they simplify the process and
make it manageable.
Grades K–6 / 978-0-325-02578-0 / 2010 / 208pp / $23.00
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
23
MATH
The Differentiated Math Classroom
A Guide for Teachers, K–8
Miki Murray and Jenny Jorgensen
In every mathematics classroom, the need for differentiated
instruction is present: in many it’s acute. The Differentiated
Math Classroom can help make high-quality differentiated
instruction a classroom reality. It’s the usable, comprehensive
resource teachers need to help students of all levels and abilities succeed with math.
Whether you teach math sixty minutes a day or six periods
a day, The Differentiated Math Classroom describes both the
big ideas of differentiation and the day-to-day teaching that
makes it work. Murray and Jorgensen offer practical ideas for
planning and designing units that engage students and facilitate learning about
important math concepts, as well as teaching tools, questions for professional
reflection, and answers to teachers’ most frequently asked questions about differentiation.
Discover that differentiated instruction is a flexible framework that supports all
math learners. Filled with examples from real classes and samples of student
work, The Differentiated Math Classroom will help every child learn more effectively by showing you how to think about students, mathematics, and your
teaching in powerful new ways.
Grades K–8 / 978-0-325-00996-4 / 2007 / 216pp / $24.00
Now I Get It
Strategies for Building Confident
and Competent Mathematicians, K–6
Susan O’Connell
Good teaching is the critical factor that helps students “get”
math. With Now I Get It, you’ll increase your repertoire of
instructional strategies as well as the tools and resources you
need to make them work effectively. O’Connell presents
advice and insight about:
• how to actively engage your students in mathematical
thinking, and how to know when they are connecting
with math concepts or may require further support
• how to teach both computational skills and
mathematical thinking skills
• how to use problem solving, cooperative projects, writing assignments, and
real-life examples to stimulate and maintain interest
• how to incorporate math talk and vocabulary into your lessons.
Now I Get It offers all the research and theory you need to provide best-practice
instruction. Also included are reflection questions to stimulate professional growth
and an accompanying CD that bolsters your teaching with more than 100 pages
of reproducible lists, charts, activities, and rubrics.
Grades K–6 / 978-0-325-00766-3 / 2005 / 144pp + CD / $27.00 E
PD:
Sue is available to speak about math instruction and related topics at your school. For more information,
visit Heinemann.com/pd.
24
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FAX
877.231.6980
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Teaching Mathematics–Grades K–6
My Kids Can
Making Math Accessible to All Learners, K–5
Judy Storeygard
Teaching mathematics to a range of learners has always been
challenging. With the widespread use of inclusion and RTI,
having a variety of effective teaching options for students
who struggle is more important than ever. In My Kids Can,
you’ll get instructional strategies that allow all struggling
math learners to move along the path toward grade-level
competency.
In My Kids Can teachers share successful ways to work
with struggling students. Their instruction is aligned with the
NCTM standards and guided by five core principles:
• make mathematical thinking explicit
• link assessment and teaching
• build understanding through talk
• expect students to take responsibility for their own learning and support them
as they do
• work collaboratively with special education staff to plan effective instruction.
These teachers describe how they use whole-group, small-group, and individual
instruction as well as other strategies that hold kids to high expectations while
scaffolding content and processes across the math curriculum.
Grades K–5 / 978-0-325-01724-2 / 2009 / 240pp + DVD / $27.00
Differentiating in the Math Content
Standard Series
Guides for Ongoing Assessment, Grouping
Students, Targeting Instruction, and Adjusting Levels
of Cognitive Demand
Jennifer Taylor-Cox
Differentiating is good teaching. As a math intervention tool,
it’s power packed. And as a math acceleration instrument,
it’s unbeatable. But differentiation doesn’t have to be
difficult. Jennifer Taylor-Cox’s five-volume set shows you
easy but effective differentiation strategies that can help all
young mathematicians get off to a great start. With it you’ll
effectively differentiate instruction across all five math
content strands:
• number & operations
• algebra
• data analysis & probability
• geometry
• measurement.
Bring the power of differentiation to your math teaching and discover the ease
and flexibility to help every student learn and enjoy math.
Grades PreK–2 / 978-0-325-01082-3 / 2008 / 5 books / $64.46
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
25
MATH
Understanding Middle School Math
Cool Problems to Get Students Thinking
and Connecting
Arthur Hyde
“A book of cool problems for middle school
mathematics classrooms—does it get any
better? Yes, it does. Art Hyde and his
colleagues go far beyond providing a collection
of problems. They address big ideas, make
connections, nurture the use of varied
representations, and provide vivid accounts of
actual classroom implementation.”
—Judith Zawojewski, Board of Directors, NCTM
Arthur Hyde (coauthor of Best Practice) combines the latest research and decades
of classroom experience to braid language, cognition, and math. His approach can
help any student, including underprepared ones, with the rigors of math in
middle school and beyond. He has created and adapted problems that strongly
connect math to the real world, to students’ lives, and to prior knowledge.
Problems that scaffold content and processes, and give students multiple entry
points into learning. Every problem has been extensively field tested and refined
by classroom teachers.
Grades 6–8 / 978-0-325-01386-2 / 2009 / 280pp / $27.50
Connecting Mathematical Ideas
Middle School Video Cases to Support Teaching
and Learning
Jo Boaler and Cathy Humphreys
“Where do content and pedagogy meet?
They converge in these beautifully crafted
cases of teaching—richly detailed, deeply
interpreted, sensitively glossed, moving
effortlessly between written and visual
media. Mathematically sophisticated and
pedagogically nuanced, these cases and their
engaging elaborations fulfill the promise of a
case-based pedagogy of teacher education
and professional development.”
—Lee S. Shulman, President
The Carnegie Foundation for the Advancement of Teaching
In Connecting Mathematical Ideas, Jo Boaler and Cathy Humphreys offer a comprehensive way to improve your ability to help adolescents build connections
between different mathematical ideas and representations and between domains
like algebra and geometry. Connecting Mathematical Ideas contains two-CDs worth
of video case studies from Humphreys’ own middle-school classroom that show
her encouraging students to bridge complex mathematical concepts with their
prior knowledge. Replete with math talk and coverage of topics like representation, reasonableness, and proof, the CDs also include complete transcripts and
study questions that stimulate professional learning.
Grades 6–8 / 978-0-325-00670-3 / 2005 / 144pp + 2 CDs / $25.00
26
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Teaching Mathematics–Grades 6–12
Math, Culture, and Popular Media
Activities to Engage Middle School Students Through
Film, Literature, and the Internet
Michaele Chappell and Denisse Thompson
“Realizing that middle-grades students bring to
classrooms different experiences that shape
their meaning about mathematics, both from
inside and outside the classroom, it seems that
embracing culture . . . is one important way to
address a need in schools—that is, high
achievement in mathematics by all students.”
—Michaele Chappell and Denisse Thompson
More than a decade of research tells us that effective school mathematics has to
be relevant to the lives and cultures of every student. Chappell and Thompson
bring you a unique and user-friendly teacher resource that incorporates popular
media from a variety of cultures in rich and engaging math investigations.
A wide range of math concepts—from algebraic thinking to number and
operation, geometry to probability—are embedded within dynamic activities
that are ready to use and customizable for your classroom. A CD-ROM
includes over 90 reproducible investigations with answer keys available as
customizable Word documents.
Grades 6–8 / 978-0-325-02122-5 / 2009 / 160pp + CD / $21.00
Mathematical Literacy
Helping Students Make Meaning
in the Middle Grades
Denisse Thompson, Gladis Kersaint,
Janet C. Richards, Patricia D. Hunsader,
and Rheta N. Rubenstein
Language and communication are as important to mathematics
just as they are to the other content areas. Mathematical Literacy
is a powerful resource that introduces you to a wide spectrum of
strategies and approaches for building students’ facility in mathematical communication. It provides everything you need to
increase the presence of mathematical language in your
classroom, guiding you through the ample research base and
theoretical underpinnings supporting its ideas, demonstrating implementation
through detailed classroom vignettes, and presenting ready-to-use tools and activities that connect theory directly to practice.
Help every student become fluent readers, speakers, and writers of mathematics. Read Mathematical Literacy and give young adolescents new ways to
explain their reasoning, make connections, debate their thinking with peers, and
share their struggles—in short to understand mathematics deeply.
Grades 6–8 / 978-0-325-01123-3 / 2008 / 208pp / $24.00
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
27
MATH
Teaching Mathematics–Grades 6–12
Teaching Mathematics Vocabulary
in Context
Windows, Doors, and Secret Passageways
Miki Murray
“Any teacher at any experience level will find
this book a real gem of both inspiration and
practical classroom suggestions.”
—Glenda Lappan, Michigan State University
“Miki Murray is one of my family’s heroes:
she is the gifted teacher who opened up the
world—and words—of mathematics to my adolescent daughter.
This book captures Miki’s methodology and more—it illustrates
how the power of language helped her fortunate middle school
students become mathematical thinkers, then
mathematicians.”
—Nancie Atwell, Author of In the Middle
As Miki Murray proves, mathematics vocabulary has the power to enhance the
conceptual learning of mathematics for middle school students. It’s an essential tool
to help them to express their mathematical thinking coherently and clearly to peers
and teachers, to share problem-solving techniques, to gain confidence, and to
participate in classroom discourse. Murray offers a range of strategies that highlight
the important role language plays in the learning of math. Grounded in research
and developed from more than 40 years of teaching, reflecting, and learning,
Murray’s proven strategies are immediately usable or adaptable by teachers.
Grades 6–8 / 978-0-325-00634-5 / 2004 / 208pp / $24.00
Panning for Gold
15 Investigations to Enrich
Middle School Mathematics
Daniel Brahier
To learn best, students need immersive problems that activate
background knowledge while introducing new concepts—
that challenge them to make connections between
mathematical principles, mirror their real-world experiences,
and show them the big ideas underpinning procedural
understandings. These kinds of problems are riches for any
classroom, and in Panning for Gold you’ll discover a trove of
extended investigations that support deep learning in math.
Panning for Gold contains 15 classroom-tested, open-ended
inquiries into real-life topics that build students’ facility with algebra, geometry,
data analysis and probability, number and operations, and measurement. Its
extended, two- to three-day investigations are a high-quality supplement for any
curriculum. Brahier provides classroom dialogues in each chapter that give the
reader a sense of how activities are likely to play out in a classroom setting, as
well as samples of student work and thinking patterns that show how deeply
middle school students interact with the content of the investigation. In addition,
he weaves key theoretical issues into the book, making Panning for Gold practical
but also grounded in contemporary mathematical and pedagogical research.
Grades 6–8 / 978-0-325-01045-8 / 2007 / 240pp / $27.00
28
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The Math Process Standards Series, PreK–8
The Math Process Standards Series
Grades PreK–2, Grades 3–5, and Grades 6–8
Susan O’Connell, Series Editor
Series Authors: Honi J. Bamberger, Suzanne G. Croskey,
Bonnie Ennis, Brenda Hammond, Cynthia W. Langrall,
Sherry L. Meier, Edward S. Mooney, Christine Oberdorf,
Kelly O’Connor, Josepha Robles, Joy Bronston Schackow,
Karren Schultz-Ferrell, Denisse R. Thompson,
and Kimberly Witeck
NCTM’s Process Standards were designed to support
teaching that helps children develop independent, effective
mathematical thinking. The books in the Heinemann Math
Process Standards Series give every teacher the opportunity
to explore each one of the standards in depth. And with
language and examples that don’t require prior math training
to understand, the series offers friendly, reassuring advice to
any teacher.
Each title contains powerful tools to help you get started:
• plans for lessons that help students internalize each
standard
• advice, ideas, and teaching tips that show you ways to
make the standards a central part of your instruction and
your students’ learning
• assessment strategies to monitor student progress with
each standard
• a CD-ROM with customizable activities to match your
lessons
• a correlation guide that helps you match each aspect of
mathematical content to the process it utilizes.
If you’d like to learn about any of NCTM’s process standards, or if you’re looking for new, classroom-tested ways to
address them in your math teaching, look no further than
Heinemann’s Math Process Standards Series.You’ll find
them explained in the most understandable and practical
way: from one teacher to another.
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
29
MATH
The Math Process Standards Series, PreK–8
Introduction to Problem Solving, Grades PreK–2
Grades PreK-2 / 2007 / 184pp + CD / $27.50 / 978-0-325-01105-9
Introduction to Communication, Grades PreK–2
Grades PreK-2 / 2007 / 176pp + CD / $27.50 / 978-0-325-01236-0
Introduction to Reasoning and Proof, Grades PreK–2
Grades PreK-2 / 2007 / 176pp + CD / $27.50 / 978-0-325-01115-8
Introduction to Representation, Grades PreK–2
Grades PreK-2 / 2007 / 160pp + CD / $27.50 / 978-0-325-01149-3
Introduction to Connections, Grades PreK–2
Grades PreK-2 / 2007 / 160pp + CD / $27.50 / 978-0-325-01137-0
Save 20% when you purchase all five titles in the Grades PreK–2 Series.
978-0-325-01305-3 / $110.00
Introduction to Problem Solving, Grades 3–5, Second Edition
Grades 3-5 / 2007 / 208pp + CD / $27.50 / 978-0-325-00970-4
Introduction to Communication, Grades 3–5
Grades 3-5 / 2007 / 200pp + CD / $27.50 / 978-0-325-01106-6
Introduction to Reasoning and Proof, Grades 3–5
Grades 3-5 / 2007 / 160pp +CD / $27.50 / 978-0-325-01033-5
Introduction to Representation, Grades 3–5
Grades 3-5 / 2007 / 160pp + CD / $27.50 / 978-0-325-01104-2
Introduction to Connections, Grades 3–5
Grades 3-5 / 2007 / 160pp + CD / $27.50 / 978-0-325-00999-5
Save 20% when you purchase all five titles in the Grades 3–5 Series.
978-0-325-01273-5 / $110.00
Introduction to Problem Solving, Grades 6–8
Grades 6-8 / 2008 / 176pp + CD / $27.50 / 978-0-325-01296-4
Introduction to Communication, Grades 6–8
Grades 6-8 / 2008 / 176pp + CD / $27.50 / 978-0-325-01732-7
Introduction to Reasoning and Proof, Grades 6–8
Grades 6-8 / 2008 / 160pp + CD / $27.50 / 978-0-325-01733-4
Introduction to Representation, Grades 6–8
Grades 6-8 / 2008 / 160pp + CD / $27.50 / 978-0-325-01387-9
Introduction to Connections, Grades 6–8
Grades 6-8 / 2008 / 128pp + CD / $27.50 / 978-0-325-01240-7
Save 20% when you purchase all five titles in the Grades 6–8 Series.
978-0-325-01743-3 / $110.00
30
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More Recommendations
The Math with a Laugh Series
Faye Nisonoff Ruopp and Paula Poundstone
The Sticky Problem
of Parallelogram Pancakes
And Other Skill-Building Math Activities
Grades 4–5 / 978-0-325-00926-1 / 2006 / 112pp / $21.00
Venn Can We Be Friends?
And Other Skill-Building Math Activities
Grades 6–7 / 978-0-325-00927-8 / 2006 / 128pp / $21.00
You Can’t Keep Slope Down
And Other Skill-Building Math Activities
Grades 8–9 / 978-0-325-00928-5 / 2006 / 128pp / $21.00
SAVE on all 3! / 978-0-325-00931-5 / $50.40—Save 20%
A Mathematical Passage
Strategies for Promoting Inquiry in Grades 4–6
David J. Whitin and Robin Cox
Grades 4–6 / 978-0-325-00506-5 / 2003 / 160pp / $21.00
Reworking the Workshop
Math and Science Reform in the Primary Grades
Daniel Heuser
Grades K–3 / 978-0-325-00433-4 / 2002 / 192pp / $26.50
Mathematics Teaching Cases
Number Sense and Operations in the Primary Grades
CASEBOOK AND FACILITATOR’S GUIDE
Edited by Carne Barnett-Clarke and Alma Ramirez
Grades K–2 / 978-0-325-00546-1 / 2003 / 192pp / $24.20
Thinking Like Mathematicians
Putting the NCTM Standards into Practice
Thomas Rowan and Barbara Bourne
Grades K–4 / 978-0-325-00347-4 / 2001 / 154pp / $21.00
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
31
More Recommendations
MATH
Teacher Leadership in Mathematics
and Science
CASEBOOK AND FACILITATOR’S GUIDE
Barbara Miller, Jean Moon, Susan Elko,
and Deborah Bryant Spencer
Grades K–12 / 978-0-325-00327-6 / 2000 / 152pp / $27.52
Learning Through Problems
Number Sense and Computational Strategies
Paul Trafton
Grades K–3 / 978-0-325-00126-5 / 1999 / 116pp / $18.00
Mathematics, Pedagogy,
and Secondary Teacher Education
Thomas Cooney, Stephen Brown, John Dossey,
Georg Schrage, and Erich Wittmann
Grades 6–12 / 978-0-325-00115-9 / 1998 / 370pp / $33.00
Beyond Facts & Flashcards
Exploring Math with Your Kids
Jan Mokros
Grades K–5 / 978-0-435-08375-5 / 1996 / 134pp / $17.50
The Multicultural Math Classroom
Bringing in the World
Claudia Zaslavsky
Grades K–8 / 978-0-435-08373-1 / 1995 / 240pp / $29.00
Putting It Together
Middle School Math in Transition
Gary Tsuruda
Grades 6–8 / 978-0-435-08355-7 / 1994 / 120pp / $18.50
32
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Leadership and Staff Development
Heinemann is proud to partner with the Education Development Center
(EDC), a global nonprofit organization that designs, delivers, and evaluates
innovative programs to address some of the world’s most urgent challenges in education, health, and economic opportunity. Many of our math
and science authors are colleagues in the Learning and Teaching Division
of EDC, which advances education programs and professional development projects for teachers. The EDC is internationally known for its
expertise in mathematics, science, and leadership development.
Lesson Study Step-by-Step
How Teacher Learning Communities
Improve Instruction
Catherine Lewis and Jacqueline Hurd
“At a time when so many educational policies
fail to recognize and nurture the capacity of
teachers to improve instruction, we feel
enormously grateful for the learning community
Lesson Study has brought to us.”
—Catherine Lewis and Jacqueline Hurd
It’s a simple idea: if we want to improve instruction, what could be more obvious
than collaborating with fellow teachers to plan instruction and examine its impact
on students?
Catherine Lewis and Jacqueline Hurd show new groups of teachers how to
begin the Lesson Study journey, and experienced teams how to deepen their
work. It provides guidance through each step of the Lesson Study process, from
building a group and homing in on a topic to conducting and reflecting on a
research lesson. Strategies and materials are provided to support you each step of
the way, including:
• a schedule for the overall process
• sample meeting agendas
• protocols for observation and discussion of lessons
• templates for development of the research theme and teaching-learning plan
• suggested processes for norm-setting and effective group management.
A DVD allows you to explore video of teachers engaged in a mathematics
lesson study cycle.
At a time when so many school districts are already suffering from reform
overload, why is Lesson Study so important? Because it supplies a key missing
element in reform: a means to improving teaching and learning through a shared
professional knowledge base. Lesson Study, Step-by-Step shows us how to make
our schools places where we will all continue to learn.
Grades 3–8 / 978-0-325-00964-3 / 2011 / 176pp + DVD / $25.00
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
33
MATH
Fostering Geometric Thinking
A Guide for Teachers
Fostering Geometric Thinking
Toolkit
A Guide for Staff Development
Mark Driscoll, Rachel Wing DiMatteo,
Johannah Nikula, Michael Egan, June Mark,
and Grace Kelemanik, all of EDC
With Fostering Geometric Thinking any math
teacher can discover essential, practical ideas for
helping students cultivate geometric habits of mind that lead to success in this
crucial mathematical subject. With engaging problems and straightforward
suggestions that can help students deepen, recognize, and describe their thinking,
Fostering Geometric Thinking is the resource you need to ensure that when it comes
to geometry, your students know all the angles.
The Toolkit’s 20 two-hour sessions provide a year’s worth of math PD for
middle and secondary teachers. Its facilitator- and participant-friendly sessions
cover the key topics of Fostering Geometric Thinking: geometric properties, transformations, and measurement. The Toolkit fully supports you with facilitator
materials that provide clear instructions, along with agendas, facilitator notes and
tips, and other helpful resources. Its accompanying DVD goes above and beyond
with an array of essential tools.
Book / Grades 5–10 / 978-0-325-01148-6 / 2007 / 144pp + DVD / $27.00
Toolkit / Grades 5–10 / 978-0-325-01147-9 / 2008 / 296pp + DVD + Guide and Binder / $225.00
SAVE with Staff Development Bundle, see p. 45.
PD: Invite our consultant to your school to present a seminar based on this book. For more information,
visit Heinemann.com/pd.
Fostering Algebraic Thinking
A Guide for Teachers
Fostering Algebraic Thinking Toolkit
A Guide for Staff Development
Mark Driscoll
Fostering Algebraic Thinking is a timely and welcome
resource for middle and high school teachers
hoping to ease their students’ transition to algebra.
Drawing on his experiences with three professional
development programs, author Mark Driscoll outlines key “habits of thinking”
that characterize the successful learning and use of algebra. He offers strategies
teachers can use to cultivate these habits of thinking and guidelines for assessing
students’ development.
The Toolkit includes a set of professional development materials to help
teachers identify, describe, and foster algebraic thinking in their students. It
features classroom video, four complete modules containing notes for facilitators,
and reproducibles for workshop participants.
Book / Grades 6–10 / 978-0-325-00154-8/ 1999 / 176pp / $25.00
Toolkit / Grades 6–10 / 978-0-325-02865-1 / 2001 / 4 modules + 2 DVDs / $296.26
Toolkit modules for algebra also sold separately. Visit Heinemann.com for more information.
34
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Leadership and Staff Development
Lesson Study in Practice
A Mathematics Staff Development Course
Jane Gorman, June Mark, and Johannah Nikula
all of Education Development Center, Inc. (EDC)
This landmark course shows you how to capture the
dynamic learning in the Lesson Study professional
development model and make the most of its strengths:
• authentic classroom feedback on students’
mathematical thinking and understanding
• collaborative observation that helps address
local challenges
• foundations for thriving professional learning
communities.
This is math PD in a learn-by-doing format. Teachers work together through a
full Lesson Study cycle, gaining firsthand experience with its efficacy.
The course includes:
• 10 ready-to-go sessions complete with activities, professional readings,
handouts, facilitator notes, and slides
• DVD with video of the case study team in the classroom and in team meetings
• comprehensive advice on organization, logistics, and the facilitation process.
Give your teachers experience with a proven model for lasting learning about
mathematics and the craft of teaching.
Grades 6–12 / 978-0-325-02800-2 / 2010 / Binder + DVD-ROM + book / $199.50
Save with Staff Development Bundles:
978-0-325-03051-7 / Binder + DVD + 11 books / $386.33—SAVE $68.17
A Mathematics Leader’s Guide to
Lesson Study in Practice
The steps of the Lesson Study cycle are simple to follow, but
its real power is in ongoing, rich team discussions.
Readers will find a mix of practical advice, detailed guides
to each phase of the cycle, stories of team practice, strategies
for facilitation, and much more. They’ll read first-hand how
teams have moved from novices to mentors in Lesson
Study, changing the professional culture in their schools.
Grade 6–12 / 978-0-325-02799-9 / 2010 / 248pp / $25.50
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
35
Leadership and Staff Development
MATH
Making Sense
Teaching and Learning Mathematics
with Understanding
Thomas P. Carpenter, James Hiebert,
Elizabeth Fennema, Karen C. Fuson,
Diana Wearne, and Hanlie Murray
Making Sense arms teachers with the best research-based
ideas for designing classrooms that support students’ mathematical understanding. It is based on the authors’ work in four
separate research programs, all of which investigated the
effects of specific instructional approaches. Out of their
ongoing discussions emerged a striking consensus about what
features are essential and what features are optional, which
they share in this book.
By describing the essential features of classrooms that support students’ mathematical understanding and by offering pictures of several classrooms that exhibit
these features, Making Sense provides a valuable framework within which
elementary teachers can reflect on their own practice and think again about what
it means to teach for understanding.
Grades K–5 / 978-0-435-07132-5 / 1997 / 208pp / $25.00
Content-Focused Coaching
Transforming Mathematics Lessons
Lucy West and Fritz Staub
“West and Staub have raised the bar when it
comes to knowing what high-quality staff
development looks, feels, and sounds like.”
—Shelley Harwayne
Founding Principal of the Manhattan New School
What kind of supports would keep teachers well equipped to
help all of their students succeed? What if these same
supports kept teachers energized, passionate, and informed
about their fields? Content-Focused Coaching offers just such a
sustaining system. CFC is a long-range professional development practice in which coaches work individually or with
groups of classroom teachers to design, implement, and reflect on rigorous, standards-based lessons that promote student learning. Authored by two educators
closely involved with the design of CFC, this book is perfect for K–8 staff developers, teacher leaders, administrators, and others interested in improving
mathematics education.
Lucy West and Fritz Staub explain the general tenets of CFC and the fundamental foundations upon which it rests. Then they provide a wealth of examples
of coaching in action in New York City’s Community School District #2, a district
known nationally for its progressive, innovative, and rigorous focus on professional development. To give readers a richer picture of what CFC entails, the
three accompanying CD-ROMs contain extensive video footage of coaching
sessions, including the preconference, lesson, and postconference. Full transcripts of the video segments can be used with the book or as independent tools
for study groups.
Grades K–8 / 978-0-325-00462-4 / 2003 / 192pp + 3 CD-ROMs / $29.00
36
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SCIENCE
“The real power of STEM lies in the integration of the subject areas
so that students begin to see how the concepts and skills
from different disciplines can work together to help them
answer intriguing questions and solve meaningful problems.
How many times have students asked, ‘Why are we learning this?’
or ‘What will I ever do with this?’ STEM design challenges
the ‘So what?’ factor in the classroom.”
—Jo Anne Vasquez, Cary Sneider, and Michael Comer
STEM Lesson Essentials
Integrating Science, Technology, Engineering, and Mathematics
Jo Anne Vasquez, Cary Sneider, and Michael Comer
Want to know how to implement authentic STEM teaching and learning into your classroom?
STEM Lesson Essentials provides all the tools and strategies you need to design integrated,
interdisciplinary STEM lessons and units that are relevant and exciting to your students. With
clear definitions of both STEM and STEM literacy, the authors argue that STEM in itself is not a
curriculum but a way of organizing and delivering instruction by weaving the four disciplines
together in intentional ways. Rather than adding two new subjects to the curriculum, the
engineering and technology practices can instead be blended into existing math and science
lessons in ways that engage students and help them master 21st-century skills.
Jo Anne Vasquez, Cary Sneider, and Michael Comer show teachers how to begin the STEM
integration journey with:
• five guiding principles for effective STEM instruction
• classroom examples of what these principles look like in action
• sample activities that put all four STEM fields into practice
• lesson-planning templates for STEM units.
STEM teaching doesn’t have to be hard. You just have to get started. Try it out with STEM
Lesson Essentials, and watch student understanding, achievement, and motivation soar.
Grades 3–8 / 978-0-325-04358-6 / 2013 / 192pp / $22.00 (SAVE with bundles, p. 45) E
PD:
Bring Jo Anne Vasquez to your school or PD event to speak about STEM. For more information, visit Heinemann.com/pd.
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
37
SCIENCE
Writing in Science in Action
Strategies, Tools, and Classroom Video
Betsy Rupp Fulwiler
“Kids love hands-on science. Kids need to be reading,
writing, and thinking about science as well as doing it.
Writing in Science in Action propels us full throttle into
both hands-on and “minds-on” science. Rupp Fulwiler
shows us how to help kids wrap theirminds around
science, do science, and have a blast in the process.”
—Stephanie Harvey, coauthor of The Comprehension Toolkit
Since Writing in Science appeared (Heinemann 2007), Betsy
Rupp Fulwiler has further developed and field-tested new materials, including ten video
episodes that show teachers as they implement her approach in real classrooms with real
children. The Writing in Science in Action DVD brings the content to life by providing clear and
explicit models of students talking and writing, and teachers providing the scaffolding,
modeling, and conferring needed to support those students. You’ll see teachers working in
diverse settings with a range of learners, including ELLs, special-needs students, and reluctant
writers. You’ll also see groups of teachers assessing student notebooks and planning instruction
based on their assessments.
Focusing on science topics that are accessible and familiar, Fulwiler uses carefully interconnected video episodes, student work, and detailed classroom vignettes to take the reader into
the complexity of individual classrooms and the practices of skilled teachers. Seeing her
approach in action is a powerful teaching tool, and the DVD, used in combination with the
practical text, takes Writing in Science to a whole new level. Seeing really is believing.
A dedicated website, heinemann.com/wisia, provides teacher resources including
assessment checklists, reproducibles, sample student work, and more.
Grades K–5 / 978-0-325-04211-4 / 2011 / 192pp + DVD / $26.00
See also Writing in Science, p. 42.
38
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Teaching Science—Grades K–8
Science and Literacy—A Natural Fit
A Guide for Professional Development Leaders
Karen Worth, Jeff Winokur, Sally Crissman,
Martha Heller-Winokur, and Martha Davis
all of EDC
The authoritative team in science and literacy instruction brings
you the professional development program that makes science
and literacy instruction come together and improve student
achievement in both.
Professional development leaders will find what they need to
help teachers understand and use the many connections
between balanced literacy instruction and experiential science.
Organized around 8 complete modules, this comprehensive
guide shows how to make writing and talk essential tools in
science inquiry. The materials cover:
• foundations, from the nature of inquiry to the importance of teacher questions
• writing, from implementing science notebooks to writing beyond the notebook
• classroom talk, from creating a talk culture to gathering ideas and making
meaning.
The DVD includes:
• classroom videos with transcripts and notes
• handouts, take-home packets, and minilessons
• student samples
• participant readings
• a bibliography for further readings
• facilitator slides.
Grades 3–6 / 978-0-325-02127-0 / 2009 / 410pp Binder with 8 modules + DVD-ROM / $199.50
Save with Staff Development Bundles:
978-0-325-02952-8 / Science and Literacy: A Natural Fit + 10 copies of The Essentials of Science and Literacy /
$318.33—SAVE $56.17
The Essentials of Science and Literacy
A Guide for Teachers
“The voice of real teachers is loud and clear—
the centerpiece of this very readable and
profoundly helpful book.”
—Harold Pratt
Past NSTA president
Teachers will find both practical strategies and thoughtprovoking ideas in this guide created just for them.
The Essentials of Science and Literacy shows how to connect
the balanced literacy teaching you may already be doing with
your science instruction. A study guide is included, making it
ideal for book study with your PLC or for preservice teachers.
Grades K–6 / 978-0-325-02711-1 / 2009 / 128pp / $17.50
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
39
SCIENCE
Questions, Claims, and Evidence
The Important Place of Argument
in Children’s Science Writing
Lori Norton-Meier, Lynn Hockenberry and Kim Wise
Questions, Claims, and Evidence presents a new approach to
science teaching that engages students fully by linking
literacy and inquiry. With it, you’ll replace the lab reports of
traditional science teaching with the writing of scientists
searching for answers. And in the process, you and your
students may well discover that you enjoy and learn from
science time more than ever.
Step by step Questions, Claims, and Evidence immerses
students in scientific inquiry and writing. It transforms experiments from following directions and making notes into chances to pose and
answer questions that interest students. Its approach helps you:
• increase students’ interest in science by showing them how to
ask good questions and design their own experiments to answer them
• improve their analytical skills by giving them tools to make
and support scientific claims
• boost their science writing by offering meaningful opportunities
to argue for, reflect on, and summarize their findings.
Grades K-6 / 978-0-325-01727-3 / 2008 / 192pp / $25.00
Negotiating Science
The Critical Role of Argument in Student Inquiry,
Grades 5–10
Brian Hand, Lori Norton-Meier, Jay Staker, and Jody Bintz
“Knowing from the inside out how argument
works is a literacy skill now universally
recognized as essential. This is the goal of real
reading, writing, and speaking—and finally the
gift of real science. I am grateful to this
volume for making these gifts available to
science and literacy teachers, but most
importantly, to all of our students.”
—Wendy Saul, Author of Science Workshop
Writing is thinking, and with Negotiating Science you’ll move from rote procedures
to the kind of writing that real scientists do. Your students will learn to negotiate
meaning from the results of their work and to argue for their ideas—posing questions, documenting evidence, making claims, and sharing data.
Leading you through an argument-based approach, Negotiating Science:
• demonstrates what good science arguments look like through student samples
• models and supports top-notch instruction through teaching tools and templates adaptable to any classroom
• contains guidelines that make assessment seamless and manageable
• includes“Have a Go”activities that help you make the transition from traditional science writing to argument-based writing.
Grades 5–10 / 978-0-325-02607-7 / 2009 / 240pp / $25.00
40
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PRICES IN THIS CATALOG REFLECT 20% OFF LIST PRICE.
Teaching Science—Grades K–8
Doing What Scientists Do
Children Learn to Investigate Their World
SECOND EDITION
Ellen Doris
“This is a splendid, down-to-earth book—
especially for elementary teachers who want
to do science but are unsure how to go about
it. The intensity of children’s interest is
unmistakable.
—Eleanor Duckworth, Harvard University
When it first published, Ellen Doris’ now-classic text rapidly
became an indispensable resource for teachers who were searching for new ways
to introduce students to science. This second edition is every bit as essential.
Grades K–5 / 978-0-325-01245-2 / 2010 / 208pp / $23.00
Science as Thinking
The Constants and Variables of Inquiry Teaching
Wendy Ward Hoffer
“You are about to immerse yourself in a
gorgeously readable and engaging account of
how teachers can move science instruction
from ‘hands-on’ to ‘minds-on.’”
—Ellin Oliver Keene, Coauthor of Mosaic of Thought
Wendy Ward Hoffer shows how to harness students’ natural
curiosity for real learning in the science curriculum. She uses
the fundamental scientific principles of constants and variables
as a framework to show how to craft highly effective inquiry
science teaching.
Grades 5–10 / 978-0-325-02577-3 / 2009 / 280pp / $27.50 E
Tools & Traits for Highly Effective
Science Teaching, K–8
Jo Anne Vasquez
What does top-notch, learning-centered teaching look like in
science? To move from competence to excellence, what should
teachers know and be able to do? Tools & Traits for Highly
Effective Science Teaching, K–8 answers those questions and
shows you how to make powerful practices part of your
science instruction.
Even if you have little formal training or background
knowledge in science, Tools & Traits for Highly Effective Science
Teaching, K–8 pulls together cognitive and educational research
to present an indispensable framework for science in the elementary and middle
grades. You’ll discover teaching that increases students’ engagement and makes
them enthusiastic participants in their own science learning.
Grades K–8 / 978-0-325-01100-4 / 2007 / 128pp / $17.00 E
PD:
Jo Anne Vasquez is a member of Heinemann Speakers. Bring her to your school or PD event to speak on
topics related to science teaching and learning. For more information, visit Heinemann.com/pd.
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
41
SCIENCE
NEW
Science Notebooks
SECOND EDITION
Writing About Inquiry
Brian Campbell and Lori Fulton
The bestselling first edition of Science Notebooks inspired
thousands of teachers to use science notebooks as a
powerful way to help students reveal and develop their
thinking about scientific concepts, engage in the work of
scientists and engineers, and exercise language skills. The
new Second Edition proves even more valuable by showing
how science notebooks support implementation of the Next
Generation Science Standards as well as the Common Core
State Standards for ELA.
Grades K-5 / 978-0-325-05659-3 / 2014 / 136pp / $17.50 E
Writing in Science
How to Scaffold Instruction to Support Learning
Betsy Rupp Fulwiler
“This book does more than make a case for
science notebooks. It provides specific
teaching guidelines, strategies, activities, and
rich examples of student work that teachers
can use to craft their own notebook programs.”
—Karen Worth, coauthor of Science and Literacy: A Natural Fit
In the science classroom writing is much more than an
exercise for students to document their steps during an investigation. It’s an important vehicle for describing their thought
processes and the evidence that supports their reasoning. Writing in Science shows you how
to encourage students to grow as scientists and writers by moving beyond recounting how
they completed their work and toward explaining what they learned.
Grades K–6 / 978-0-325-01070-0 / 2007 / 224pp / $25.00
Seamless Assessment in Science
A Guide for Elementary and
Middle School Teachers
Sandra Abell and Mark Volkmann
“Seamless Assessment in Science . . . is the
kind of book one reads and thinks, ‘I wish I
would have done that.’”
—Rodger Bybee, Executive Director, BSCS
Seamless Assessment in Science is your one-stop guide for
assessing students’ learning. Working with the popular 5E
model as an instructional framework, Sandra Abell and Mark
Volkmann have designed accompanying methods for
embedding formative and summative assessment throughout any science unit. Aligned
with the National Science Education Standards, full of research-based strategies, and
ready to work in your science classroom, Seamless Assessment in Science is so practical it
will find a permanent home next to your planning book.
Grades K–8 / 978-0-325-00769-4 / 2006 / 160pp / $22.00 E
42
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FAX
877.231.6980
PRICES IN THIS CATALOG REFLECT 20% OFF LIST PRICE.
Teaching Science—Grades K–8
Worms, Shadows, and Whirlpools
Science in the Early Childhood Classroom
Karen Worth and Sharon Grollman
“. . . a wonderful tapestry of science content,
teaching strategies, and classroom examples
all held together with insights about children,
the wisdom of teachers, and the theme of
scientific inquiry.”
—Rodger W. Bybee
Executive Director, Biological Sciences Curriculum Study
Worms, Shadows, and Whirlpools represents a new way to
think about science education for young children. Based on
the growing understanding that even the littlest learners are
powerful thinkers and theory makers, it identifies important science inquiry skills
and concepts appropriate for the very young. What’s more, it makes a strong case
for integrating science into the curriculum right from the start—creating a context
for the development of language, mathematical thinking, and social skills.
Grades PreK–K / 978-0-325-00573-7 / 2003 / 192pp / $24.00
Science Workshop
Reading, Writing, and Thinking Like a Scientist
SECOND EDITION
Wendy Saul, Jeanne Reardon, Charles Pearce,
Donna Dieckman, and Donna Neutze
What does a science workshop look like in a real classroom?
How do science workshop teachers plan? Where does
literacy instruction come into play? How do you track
children’s learning? This second edition, chock-full of new
information and ideas, leaves teachers even more eager to
implement an inquiry-based science curriculum.“
Grades K–6 / 978-0-325-00510-2 / 2002 / 160pp / $25.00
Primary Science
Taking the Plunge
SECOND EDITION
Wynne Harlen
When Primary Science was first published, it provided such
valuable insight into the teacher’s role in the science classroom
that it quickly became the standard against which all other
methods texts were measured. Wynne Harlen has revised her
classic text, updating it with the most recent and pertinent
research, while preserving the parts that have endured and need
no change.
Grades K–8 / 978-0-325-00386-3 / 2001 / 160pp / $24.00
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
43
More Recommendations
SCIENCE
Nurturing Inquiry
Real Science for the Elementary Classroom
Charles Pearce
Grades K–5 / 978-0-325-00135-7 / 1999 / 160pp / $24.00
The Learning Cycle
Elementary School Science and Beyond
Ann Cavallo and Edmund Marek
Grades K–5 / 978-0-435-07133-2 / 1997 / 256pp / $36.00
Beyond the Science Kit
Inquiry in Action
Edited by Jeanne Reardon and Wendy Saul
Grades K–5 / 978-0-435-07102-8 / 1996 / 200pp / $29.72
Outdoor Inquiries
Taking Science Investigations Outside the Classroom
Patricia McGlashan, Kristen Gasser, Peter Dow,
David Hartney, and Bill Rogers
Grades 5–8 / 978-0-325-01120-2 / 2007 / 136pp / $19.50
The New Science Literacy
Using Language Skills to Help Students
Learn Science
Marlene Thier and Bennett Daviss
Grades 4–8 / 978-0-325-00459-4 / 2002 / 216pp / $26.00
The Missing Link
An Inquiry Approach for Teaching All Students
About Evolution
Lee Meadows
Grades 6–10 / 978-0-325-01749-5 / 2009 / 152pp / $19.00
Teaching Inquiry-Based Chemistry
Creating Student-Led Scientific Communities
Joan Gallagher-Bolos and Dennis Smithenry
Grades 10–12 / 978-0-325-00671-0 / 1996 / 200pp / $20.92
44
PHONE
800.225.5800
FAX
877.231.6980
PRICES IN THIS CATALOG REFLECT 20% OFF LIST PRICE.
BOOK STUDY BUNDLES
Collegial, adaptable, and inexpensive,
professional book study is increasingly recognized as an ideal way to hone teaching
skills and invigorate a school’s professional culture. Heinemann offers many math
and science books as Book Study Bundles, at a savings of 15%.
Powerful Problem Solving
Activities for Sense Making with the Mathematical Practices
15 copies
of each title for
one low price
Max Ray
Grades 3-8 / 978-0-325-05090-4 / 2013 / 208pp / $23.00
Powerful Problem Solving Book Study Bundle / 978-0-325-05293-9 / 15 books /
$293.25—SAVE $51.75
Science Notebooks
SECOND EDITION
Writing About Inquiry
Lori Fulton and Brian Campbell
Grades K–5 / 978-0-325-05659-3 / 2014 / 136pp / $17.50
Science Notebooks Book Study Bundle / 978-0-325-05732-3 / 15 books / $229.50—SAVE $33.00
Minds on Mathematics
Using Math Workshop to Develop Deep Understanding in Grades 4–8
Wendy Ward Hoffer
Grades 4-8 / 978-0-325-04434-7 / 2012 / $23.00
Minds on Math Book Study Bundle / 978-0-325-04675-4 / 15 books / $293.25—SAVE $51.75
STEM Lesson Essentials
Integrating Science, Technology, Engineering, and Mathematics
Jo Anne Vasquez, Cary Sneider, and Michael Comer
Grades 3–8 / 978-0-325-04358-6 / 2013 / 192pp / $22.00
STEM Lesson Essentials Book Study Bundle / 978-0-325-04871-0 / 15 books / $280.50—
SAVE $49.50
Putting the Practices Into Action
Implementing the Common Core Standards for Mathematical Practice
Susan O’Connell and John SanGiovanni
Grades K–8 / 978-0-325-04655-6 / 2013 / 168pp / $20.00
Putting the Practices Into Action Book Study Bundle / 978-0-325-04870-3 / 15 books /
$255.00—SAVE $45.00
Mastering the Basic Math Facts in Addition and Subtraction
Mastering the Basic Math Facts in Multiplication and Division
Strategies, Activities, & Interventions to Move Students Beyond Memorization
Susan O’Connell and John SanGiovanni
Grades K–3 / 978-0-325-02963-4 / 2011 / 192pp / $25.00
Addition and Subtraction Book Study Bundle / 978-0-325-04177-3 / 15-pack / $318.75—
SAVE $56.25
Grades 2–6 / 978-0-325-02962-7 / 2011 / 192pp / $25.00
Multiplication and Division Book Study Bundle / 978-0-325-04178-0 / 15-pack / $318.75—
SAVE $56.25
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
45
STAFF DEVELOPMENT BUNDLES
The following Staff Development Bundles include 1 DVD
resource plus 10 copies of the respective title for one low price.
1 DVD
+ 10 Books
Dynamic PD
Lesson Study in Practice
A Mathematics Staff Development Course
Jane Gorman, June Mark, and Johannah Nikula
Grades 6–12 / 978-0-325-02800-2 / 2010 /
Binder + DVD-ROM + book / $199.50
A Mathematics Leaders Guide
to Lesson Study in Practice
Grade 6–12 / 978-0-325-02799-9 / 2010 / 248pp / $25.50
Lesson Study in Practice Staff Development Bundle, 6–12
978-0-325-03051-7 / Binder + DVD + 11 books / $386.33
—SAVE $68.17
Fostering Geometric Thinking Toolkit
Grades 5–10 / 978-0-325-01147-9 / 2008 / 296pp +
DVD + guide and binder / $225.00
Fostering Geometric Thinking
Mark Driscoll, Rachel Wing DiMatteo,
Johannah Nikula, Michael Egan, June Mark,
and Grace Kelemanik
Grades 5–10 / 978-0-325-01148-6 / 2007 / 144pp + DVD / $27.00
Fostering Geometric Thinking Staff Development Bundle, 5–10 /
978-0-325-03050-0 / 20 sessions in binder + 2 DVDs + 10 books /
$420.75 —SAVE $74.25
Science and Literacy—A Natural Fit
A Guide for Professional Development Leaders
Grades 3–6 / 978-0-325-02127-0 / 2009 / 410pp binder with 8 modules
+ DVD-ROM / $199.50
The Essentials of Science and Literacy
A Guide for Teachers
Karen Worth, Jeff Winokur, Sally Crissman,
Martha Heller-Winokur, and Martha Davis
Grades K–6 / 978-0-325-02711-1 / 2009 / 128pp / $17.50
Science and Literacy Staff Development Bundle, K–6 /
978-0-325-02952-8 / 410 pp binder + DVD-ROM + 10 books /
$318.33—SAVE $56.17
46
PHONE
800.225.5800
FAX
877.231.6980
PRICES IN THIS CATALOG REFLECT 20% OFF LIST PRICE.
title index
Accessible Mathematics ($17.00) . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 11
Mathematics Leaders Guide to Lesson Study in Practice ($25.50) pp. 32–46
Activities to Undo Math Misconceptions ($20.00) . . . . . . . . . . . . . .p. 19
Mathematics, Pedagogy, and Secondary Education ($33.00) . . . . .p. 32
Agents of Change ($34.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 6
Mathematics Teaching Cases ($22.00) . . . . . . . . . . . . . . . . . . . . . . . .p. 31
Algebra and the Elementary Classroom ($25.00) . . . . . . . . . . . . . . .p. 23
Minds on Mathematics ($23.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 12
Beyond Facts & Flashcards ($17.50) . . . . . . . . . . . . . . . . . . . . . . . . . .p. 32
Missing Link ($19.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 44
Beyond the Science Kit ($29.72) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 44
Multicultural Math Classroom ($29.00) . . . . . . . . . . . . . . . . . . . . . . .p. 32
Building Powerful Numeracy ($21.50) . . . . . . . . . . . . . . . . . . . . . . . .p. 4
My Kids Can ($27.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 25
Children’s Mathematics ($27.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 21
Negotiating Science ($25.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 40
Children’s Mathematics Workshop Leader’s Guide ($18.00) . . . . . .p. 21
New Science Literacy ($26.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 44
Cognition-Based Assessment and Teaching . . . . . . . . . . . . . . . . . . .p. 18
Now I Get It ($27.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 24
Comprehending Math ($25.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 23
Nurturing Inquiry ($24.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 44
Connecting Arithmetic to Algebra ($21.00) . . . . . . . . . . . . . . . . . . .p. 19
Outdoor Inquiries ($19.50) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 44
Connecting Mathematical Ideas ($25.00) . . . . . . . . . . . . . . . . . . . . .p. 26
Panning for Gold ($27.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 28
Content Focused Coaching ($29.00) . . . . . . . . . . . . . . . . . . . . . . . . . .p. 36
Powerful Problem Solving ($23.00) . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 5
Contexts for Learning Mathematics Series . . . . . . . . . . . . . . . . . . . .p. 16
Primary Science ($24.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 43
Differentiated Math Classroom ($24.00) . . . . . . . . . . . . . . . . . . . . . .p. 24
Putting It Together ($18.50) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 32
Differentiating in the Math Content Standard Series ($64.46) . . . .p. 25
Putting the Practices Into Action ($20.00) . . . . . . . . . . . . . . . . . . . . .p. 8
Doing What Scientists Do ($23.00) . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 41
Questions, Claims, and Evidence ($25.00) . . . . . . . . . . . . . . . . . . . . .p. 40
Essentials of Science and Literacy ($17.50) . . . . . . . . . . . . . . . . . . . .p. 39
Reworking the Workshop ($26.40) . . . . . . . . . . . . . . . . . . . . . . . . . .p. 31
Extending Children’s Mathematics: Fractions & Decimals ($24.00) . . . .p. 20
Science & Literacy ($199.50) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 39
Fostering Algebraic Thinking ($25.00) . . . . . . . . . . . . . . . . . . . . . . . .p. 34
Science as Thinking ($27.50) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 41
Fostering Algebraic Thinking Toolkit ($296.26) . . . . . . . . . . . . . . . .p. 34
Science Notebooks, 2/e ($17.50) . . . . . . . . . . . . . . . . . . . . . . . . .pp. 7, 42
Fostering Geometric Thinking ($27.00) . . . . . . . . . . . . . . . . . . . . . . .p. 34
Science Workshop ($25.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 43
Fostering Geometric Thinking Toolkit ($225.00) . . . . . . . . . . . . . . . .p. 34
Seamless Assessment in Science ($22.00) . . . . . . . . . . . . . . . . . . . .p. 42
Learning Cycle ($36.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 44
Sensible Mathematics, 2/e ($22.00) . . . . . . . . . . . . . . . . . . . . . . . . . .p. 10
Learning Through Problems ($18.00) . . . . . . . . . . . . . . . . . . . . . . . .p. 32
STEM Lesson Essentials ($22.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 37
Learning to Support YMAW ($199.50) . . . . . . . . . . . . . . . . . . . . . . . .p.13
Supporting School Mathematics ($72.00) . . . . . . . . . . . . . . . . . . . .p. 35
Lessons & Activities for Building Powerful Numeracy ($26.50) . . . .p. 4
Teacher Leadership in Mathematics & Science ($27.52) . . . . . . . . .p. 32
Lesson Study in Practice ($199.50) . . . . . . . . . . . . . . . . . . . . . .pp. 35, 46
Teaching Inquiry-Based Chemistry ($20.92) . . . . . . . . . . . . . . . . . . .p. 44
Lesson Study Step-by-Step ($25.00) . . . . . . . . . . . . . . . . . . . . . . . . .p. 33
Teaching Mathematics Vocabulary ($24.00) . . . . . . . . . . . . . . . . . . .p. 28
Little Kids, Powerful Problem Solvers ($18.00) . . . . . . . . . . . . . . . . .p. 23
Thinking Like Mathematicians ($21.00) . . . . . . . . . . . . . . . . . . . . . .p. 32
Making Sense ($25.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 36
Thinking Mathematically ($27.00) . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 21
Mastering the Basic Math Facts ($25.00) . . . . . . . . . . . . . . . . . . . . . .p. 9
Tools & Traits for Highly Effective Science Teaching ($17.00) . . . . .p. 41
Math, Culture, and Popular Media ($21.00) . . . . . . . . . . . . . . . . . . . .p. 27
Transition to Algebra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .pp. 2–3
Math Leader’s Guide to Lesson Study ($25.00) . . . . . . . . . . . . . . . . .p. 34
Understanding Middle School Math ($27.50) . . . . . . . . . . . . . . . . . .p. 26
Math Misconceptions (22.50) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 22
Worms, Shadows, and Whirlpools ($24.00) . . . . . . . . . . . . . . . . . . . .p. 43
Math Process Standards Series . . . . . . . . . . . . . . . . . . . . . . . . .pp. 29–30
Writing in Science ($25.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 42
Math with a Laugh Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 31
Writing in Science in Action ($26.00) . . . . . . . . . . . . . . . . . . . . . . . . .p. 38
Mathematics & Science for Change ($14.00) . . . . . . . . . . . . . . . . . .p. 33
Writing to Learn Mathematics ($21.00) . . . . . . . . . . . . . . . . . . . . . .p. 23
Mathematical Literacy ($24.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 27
Young Mathematicians at Work series . . . . . . . . . . . . . . . . . . . . . . . .p. 14
Mathematical Passage ($21.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 31
Young Mathematicians at Work Resource Packages . . . . . . . . . . . . .p. 15
Mathematics in Focus ($23.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 23
FOR SAMPLE CHAPTERS AND INFORMATION ON THESE AND OTHER RELATED TITLES, VISIT Heinemann.com
47
au t h o r i n d e x
Abell, Sandra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 42
Andrews, Angela Giglio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 23
Bamberger, Honi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 22
Barnett-Clarke, Carne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 31
Bastable, Virginia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 19
Battista, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 18
Blanton, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 23
Boaler, Jo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 26
Bourne, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 32
Brahier, Daniel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 28
Cameron, Antonia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 6
Campbell, Brian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 7
Carpenter, Thomas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 21, 36
Cavallo, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 44
Chancellor, Dinah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 23
Chappell, Michaele . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 27
Comer, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 37
Cooney, Thomas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 32
Cordner, Tracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 2, 3
Countryman, Joan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 23
Cox, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 31
Crissman, Sally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 39
Davis, Martha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 39
Daviss, Bennett . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 46
DiMatteo, Rachel Wing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 34
Dolk, Maarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 7
Doris, Ellen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 41
Driscoll, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 34
Education Development Center, Inc. . . . . . . . . . . . . . . . . pp. 2–3, 16–17
Empson, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 20, 21
Fennema, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 21, 36
Fosnot, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 13-17
Franke, Megan Loef . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 21
Fries, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 2, 3
Fulton, Lori. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 7
Fulwiler, Betsy Rupp. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 38, 42
Gallagher-Bollos, Joan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 44
Goldenberg, E. Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 2,3
Gorman, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 35
Grollman, Sharon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 43
Hand, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 40
Harris, Pamela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 4
Harlen, Wynne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 43
Heuser, Daniel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 31
Hiebert, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 36
Hockenberry, Lynn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 40
Hoffer, Wendy Ward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 12
Humphreys, Cathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 26
Hurd, Jacqueline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 33
Hyde, Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 23, 26
Imm, Kara Louise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 7
Jacob, Bill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 7, 8
Jorgensen, Jenny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 24
48
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Kang, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 2, 3
Leinwand, Steven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 10, 11
Levi, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 20, 21
Lewis, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 33
Marek, Edmund. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 44
Mark, June. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 2, 34, 35
McGlashan, Patricia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 44
Meadows, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 44
Miller, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 32
Mokros, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 32
Murray, Miki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 24, 28
Nikula, Johannah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 34, 35
Norton-Meier, Lori . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 40
Oberdorf, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 22
O’Connell, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 8, 9, 24, 29
Parker, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 35
Pasley, Joan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 33
Pearce, Charles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 43, 44
Poundstone, Paula . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 31
Ramirez, Alma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 31
Ray, Max. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 5
Reardon, Jeanne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 43, 44
Rowan, Thomas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 32
Ruopp, Faye Nisonoff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 31
Rupp Fulwiler, Betsy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 36, 42
Russell, Susan Jo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 19
SanGiovanni, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 8, 9
Saul, Wendy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 43, 44
Schielack, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 23
Schifter, Deborah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 19
Schultz-Ferrell, Karren . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 22
Smithenry, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 44
Sneider, Cary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 37
Staub, Fritz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 36
Storeygard, Judy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 25
Stylianou, Despina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 7
Taylor-Cox, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 25
Thier, Marlene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 46
Thompson, Denisse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 27
Trafton, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 32
Tsuruda, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 32
Vasquez, Jo Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 37
Volkmann, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 42
Weiss, Iris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 33
West, Lucy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 6, 36
Whitin, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 31
Winokur, Jeff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 37
Winokur, Martha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 39
Wise, Kim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 40
Worsley, Dale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 31
Worth, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 39
Zaslavsky, Claudia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 32
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