Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume I) eBook, 3rd Edition

John Van de Walle all

Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume I) eBook, 3rd Edition

By John Van de Walle, LouAnn Lovin, Karen Karp, Jennifer Bay-Williams
In stock
Add to cart
Please note This item can only be purchased by people residing in Australia
John Van de Walle all
Published Date

For courses in Elementary Mathematics Methods and for classroom teachers.

Helping students make connections between mathematics and their worlds—and helping them feel empowered to use math in their lives—is the focus of this widely popular guide. Designed for classroom teachers, the book focuses on specific grade bands and includes information on creating an effective classroom environment, aligning teaching to various standards and practices, such as the Common Core State Standards and NCTM’s teaching practices, and engaging families. The first portion of the book addresses how to build a student-centred environment in which children can become mathematically proficient, while the second portion focuses on practical ways to teach important concepts in a student-centred fashion. 


This book is part of the Student-Centered Mathematics Series, which is designed with three objectives: to illustrate what it means to teach student-centered, problem-based mathematics, to serve as a reference for the mathematics content and research-based instructional strategies suggested for the specific grade levels, and to present a large collection of high quality tasks and activities that can engage students in the mathematics that is important for them to learn.

The full text downloaded to your computer

With eBooks you can:

  • search for key concepts, words and phrases
  • make highlights and notes as you study
  • share your notes with friends

eBooks are downloaded to your computer and accessible either offline through the Bookshelf (available as a free download), available online and also via the iPad and Android apps.

Upon purchase, you'll gain instant access to this eBook.

Time limit

The eBooks products do not have an expiry date. You will continue to access your digital ebook products whilst you have your Bookshelf installed.


The late John A. Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a mathematics education consultant who regularly gave professional development workshops for K—8 teachers in the United States and Canada. He visited and taught in elementary school classrooms and worked with teachers to implement student centered math lessons. He coauthored the Scott Foresman-Addison Wesley Mathematics K—6 series and contributed to the Pearson School mathematics program, enVisionMATH. In addition, he wrote numerous chapters and articles for the National Council of Teachers of Mathematics (NCTM) books and journals and was very active in NCTM, including serving on the Board of Directors, as the chair of the Educational Materials Committee, and as a frequent speaker at national and regional meetings.


LouAnn H. Lovin is a professor of mathematics education at James Madison University (Virginia). She coauthored the first edition of the Teaching Student-Centered Mathematics  Professional Development Series with John A. Van de Walle as well as Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners  (2nd ed.) with David Allsopp and Sarah Vaningen. LouAnn taught mathematics to middle and high school students before transitioning to PreK—grade 8. For almost twenty years, she has worked in PreK through grade 8 classrooms and engaged with teachers in professional development as they implement a student-centered approach to teaching mathematics. She has published articles in Teaching Children Mathematics, Mathematics Teaching in the Middle School, Teaching Exceptional Children, and Journal of Mathematics Teacher Education  and has served on NCTM’s Educational Materials Committee. LouAnn’s research on teachers’ mathematical knowledge for teaching has focused most recently on the developmental nature of prospective teachers’ fraction knowledge.


Karen S. Karp is at the School of Education at Johns Hopkins University in Baltimore (Maryland). Previously, she was a professor of mathematics education at the University of Louisville for more than twenty years. Prior to entering the field of teacher education she was an elementary school teacher in New York. She is also coauthor of Elementary and Middle School Mathematics: Teaching Developmentally, Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in PreK-Grade 2,  and numerous book chapters and articles. She is a former member of the Board of Directors of NCTM and a former president of the Association of Mathematics Teacher Educators (AMTE). She continues to work in classrooms to support teachers of students with disabilities in their mathematics instruction.


Jennifer M. Bay-Williams is a professor of mathematics education at the University of Louisville (Kentucky). Jennifer frequently offers professional development about effective mathematics teaching to K-12 teachers and leaders. She has coauthored numerous books, including On the Money: Math Activities to Build Financial Literacy ; Mathematics Coaching: Resources and Tools for Coaches and Leaders, K-12; Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics in PreK-Grade 2 ; Math and Literature: Grades 6-8;  and Navigating through Connections in Grades 6-8 . Additionally, she has written dozens of articles on teaching and learning in NCTM journals. Jennifer serves on the NCTM Board of Directors, and has served on the TODOS: Equity for All Board, and president of the Association of Mathematics Teacher Educators (AMTE). Jennifer taught elementary, middle, and high school in Missouri and in Peru, and continues to work in classrooms at all levels with students and with teachers.

  • The use of colour in the figures, tables, and text helps to enhance and clarify the concepts presented.
  • Teaching Tips. These brief tips offer practical takeaway ideas and instructional suggestions that support  teaching and learning.
  • Stop and Reflect sections. With an eye to reflective thinking as the key to effective learning, these sections ask readers to pause to consider a problem or reflect on what they have read. As these features appear at the end of every chapter in Part 1, they are ideal for use as discussion prompts in professional learning communities.
  • Big Ideas. Lists of key mathematical ideas appear at the beginning of each chapter and provide a snapshot of the math being presented.
  • Activities corresponding to the CCSS have been added. Numerous problem-based tasks, designed to engage students in doing mathematics, are presented in the activities and now connect to the appropriate CCSSs. Most include adaptation and accommodation suggestions for English Learners and students with special needs. Appendix D includes a table listing all of the activities at a glance.
  • Tables of Common Errors and Misconceptions help readers avoid or move beyond common problems in learning mathematics. Each chapter in Part 2 includes a new table addressing chapter-related mathematical topics. The tables often include examples of student work or responses that reflect the common errors.
  • Formative Assessment Notes. These notes describe ways to assess students’ developing knowledge and understanding, and can also help teachers improve their understanding of how to best help students through targeted instruction.
  • Technology Notes. These notes provide practical information about how technology can be used to help students learn the content in the section.
  • Standards for Mathematical Practice Notes. Connections to the eight Standards for Mathematical Practice from the CCSS are highlighted in the margins.
  • Expanded Lessons. The activities in the book are written in a brief format to avoid detracting from the flow of ideas. But in each chapter, one or more activities have been expanded it into a complete lesson plan, following the before, during, after structure described in Chapter 2.
  • Common Core State Standards Appendices. The mathematical practices outlined in the CCSSs are described in Chapter 1; examples are highlighted throughout the content chapters in Part 2 through margin notes; and Appendix A outlines the eight Standards for Mathematical Practice. 
Table of contents
  • Part 1: Establishing a Student-Centered Environment
  • 1. Setting a Vision for Learning High-Quality Mathematics
  • 2. Teaching Mathematics through Problem Solving
  • 3. Creating Assessments for Learning
  • 4. Differentiating Instruction
  • 5. Teaching Culturally and Linguistically Diverse Children
  • 6. Planning, Teaching, and Assessing Children with Exceptionalities
  • 7. Collaborating with Families and Other Stakeholders
  • Part 2: Teaching Student-Centered Mathematics
  • 8. Developing Early Number Concepts and Number Sense
  • 9. Developing Meanings for the Operations
  • 10. Helping Children Develop Fluency with Basic Facts
  • 11. Developing Whole-Number Place-Value Concepts
  • 12. Building Strategies for Whole-Number Computation
  • 13. Promoting Algebraic Reasoning
  • 14. Exploring Early Fraction Concepts
  • 15. Building Measurement Concepts
  • 16. Developing Geometric Reasoning and Concepts
  • 17. Helping Children Use Data
  • Appendix A Common Core State Standards: Standards for Mathematical Practice 
  • Appendix B Common Core State Standards: Grades K-2 Critical Content Areas and Overviews 
  • Appendix C Mathematics Teaching Practices: NCTM Principles to Action (2014) 
  • Appendix D Activities at a Glance: Volume I 
  • Appendix E Guide to Blackline Masters 
  • References 
  • Index