| Description |
1 online resource (xiv, 178 pages) : illustrations |
| Contents |
Cover; Title; Copyright; Dedication; Contents; Foreword; Acknowledgments; INTRODUCTION What Does an Open Middle Classroom Look Like?; CHAPTER ONE How Will These Problems Help Me?; CHAPTER TWO How Are Open Middle Problems Different?; Problems at Each Grade Level; Sixth-Grade Example: Dividing Fractions; Seventh-Grade Example: Solving Two-Step Equations; Eighth-Grade Example: Evaluating Exponents; Algebra Example: Interpreting Key Features of Quadratics in Vertex Form; Geometry Example: Finding the Midpoint of a Line Segment; Algebra 2 Example: Multiplying Complex Numbers |
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Trigonometry and Pre-Calculus Example: Evaluating Trigonometric FunctionsCalculus Example: Evaluating Definite Integrals; What Are Open Middle Problems?; Connections to Other Kinds of Problems; CHAPTER THREE What Do We Need to Do Before Using a Problem with Students?; How Should We Get Started?; When Would We Want to Use an Open Middle Problem?; How Do We Choose a Problem?; How Do We Prepare to Use the Problem?; What Understandings Do We Want Students to Gain from the Problem?; CHAPTER FOUR How Do We Use a Problem with Students?; How Do We Get Students Started on the Problem? |
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What Happens After We Explain the Directions to Students?What Should We Do While Students Are Working?; What If Students Don't Use the Method We Had Hoped?; What If Students Solve the Problem Using a Method We Don't Understand?; What Should We Do If Students Give Up After Trying the Problem a Couple of Times?; How Can We Tell When Productive Struggle Becomes Unproductive Struggle?; What Should We Do If Students Are Unproductively Struggling?; What Should We Do When Kids Get Stuck in Unexpected Ways?; What Should We Do After Students Are Finished with the Problem? |
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How Do We Facilitate the Classroom Conversation?What If Students Are Not Ready for a Conversation by the End of Class?; How Do We Avoid Hurting Students' Feelings?; What Should We Do If Students Struggle to Explain Their Thinking?; How Much Class Time Should This All Take?; What Should We Do with the Information We Learn About What Students Know?; CHAPTER FIVE Where Can I Get More Open Middle Problems?; Find Them on Open Middle; Make Your Own Open Middle Problems; Step 1: Start with a Level 1 Problem; Step 2: Increase the Problem from Level 1 to Level 2 |
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Step 3: Increase the Problem from Level 2 to Level 3Make More Advanced Problems; Share Your Open Middle Problems with Other Math Educators; CHAPTER SIX What Comes Next?; Actions to Consider; Final Thoughts; References; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; O; P; Q; R; S; T; U; V; W; X |
| Summary |
This book offers a new class of tasks designed to stimulate deeper thinking and lively discussion among middle and high school students. The problems have a closed beginning and end, meaning they start and end with the same problem and solution, but the middle is "open" with multiple ways to approach and ultimately solve the problem. These tasks help teachers assess and deepen student understanding, build student stamina, and energize their classrooms |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from digital title page (viewed on January 09, 2020) |
| Subject |
Mathematics teachers -- In-service training
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Mathematics teachers -- Training of.
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Middle school teachers -- In-service training
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Middle school teachers -- Training of
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Mathematics -- Study and teaching (Middle school)
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Mathematics -- Study and teaching (Middle school)
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Mathematics teachers -- In-service training
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Mathematics teachers -- Training of
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Middle school teachers -- In-service training
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Middle school teachers -- Training of
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| Form |
Electronic book
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| ISBN |
9781625311757 |
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1625311753 |
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