Project-Based Learning in Elementary Classrooms: Making Mathematics Come Alive

Autor/inn/en	Lee, Jean S.; Galindo, Enrique
Institution	National Council of Teachers of Mathematics
Titel	Project-Based Learning in Elementary Classrooms: Making Mathematics Come Alive
Quelle	(2021), (226 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-68054-068-0
Schlagwörter	Leitfaden; Unterricht; Lehrer; Student Projects; Active Learning; Mathematics Instruction; Teaching Methods; Relevance (Education); Interpersonal Relationship; Elementary School Mathematics; 21st Century Skills; Student Centered Learning; Inquiry; Scoring Rubrics + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Schulprojekt; Aktives Lernen; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Elementare Mathematik; Schulmathematik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Scoring formulas; Auswertungsbogen
Abstract	Elementary school mathematics teachers, mathematics coaches, STEM teachers, curriculum leaders, and teacher educators--this book was written for you. Drs. Lee and Galindo share their years of experience training teachers in project-based learning (PBL) with you in mind. This book provides an overview of the essentials of project-based learning (PBL) and the evidence that supports the use of PBL. It showcases PBL units addressing Common Core State Standards for Mathematics for the purpose of demonstrating how PBL works and the learning that results. Rigor, relevance, and relationships are the foundation of PBL. The projects that are shared provide opportunities to learn rigorous mathematics; engage students in authentic, relevant problems, challenges, and issues; and develop positive relationships among the school, teacher, students, and community members. The book is organized into four sections. Section 1 provides an overview of PBL and includes the nuts and bolts of designing an effective PBL unit. Leveraging rigor, relevance, relationships, and the NCTM Mathematics Teaching Practices in a PBL environment is discussed, as well as a review of the literature on PBL. Section 2 contains detailed cases of PBL units that have been used in elementary school classrooms. Each unit addresses the essential elements of PBL, discusses the connections to NCTM's Mathematics Teaching Practices, includes 21st-century skills, and provides readers access to supplemental materials that include the following: (1) Project Planning Form and Project Calendar, which outline the scope and sequence of the project; (2) Student-centered, inquiry-based lesson plans for use during the project; (3) Rubrics used throughout the project; (4) Written or digital examples of student work, including the products student create; and (5) Reflections or tips for implementation. Section 3 contains brief cases of PBL units. The purpose of this section is for readers to see a variety of ideas to help them with the design of their own units. Each brief case includes the following: (1) Project Planning Form and Project Calendar, which contain the details about the project; (2) Rubrics used throughout the project; (3) Written or digital examples of student work, including the products student create; and (4) Reflections or tips for implementation. Drawing from the examples in the second and third sections, the fourth section synthesizes lessons learned for implementing PBL and highlights best practices in PBL. Tips and resources are provided. This section is written by a math coach and a math educator, both of whom have researched and taught in PBL settings. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01