Share
Bestseller!
Visible Learning for Mathematics, Grades K-12
What Works Best to Optimize Student Learning
- John Hattie - The University of Melbourne, Australia
- Douglas Fisher - San Diego State University, USA
- Nancy Frey - San Diego State University, USA
- Linda M. Gojak - Mathematics Consultant, NCTM Past-President
- Sara Delano Moore - Mathematics Consultant
- William Mellman - San Diego State University, USA
Foreword by Diane J. Briars, NCTM Past-President, Corwin Official VLP Collection badge
Series:
Corwin Mathematics Series
Corwin Mathematics Series
September 2016 | 304 pages | Corwin
Selected as the Michigan Council of Teachers of Mathematics winter book club book!
Rich tasks, collaborative work, number talks, problem-based learning, direct instruction…with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school.
That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in “visible” learning because the
effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students.
Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle:
Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings.
Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency.
Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations.
To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
Rich tasks, collaborative work, number talks, problem-based learning, direct instruction…with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school.
That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in “visible” learning because the
effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students.
Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle:
Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings.
Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency.
Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations.
To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
List of Figures
List of Videos
About the Teachers Featured in the Videos
Foreword
About the Authors
Acknowledgments
Preface
Chapter 1. Make Learning Visible in Mathematics
Chapter 2. Making Learning Visible Starts With Teacher Clarity
Chapter 3. Mathematical Tasks and Talk That Guide Learning
Chapter 4. Surface Mathematics Learning Made Visible
Chapter 5. Deep Mathematics Learning Made Visible
Chapter 6. Making Mathematics Learning Visible Through Transfer Learning
Chapter 7. Assessment, Feedback, and Meeting the Needs of All Learners
Appendix A. Effect Sizes
Appendix B. Standards for Mathematical Practice
Appendix C. A Selection of International Mathematical Practice or Process Standards
Appendix D- Eight Effective Mathematics Teaching Practices
Appendix E. Websites to Help Make Mathematics Learning Visible
References
Index
Free resources
Sample Language Frames for Mathematics
Use these sample language frames from Visible Learning for Mathematics, Grades K-12, in your mathematics class to guide your students to deeper understanding through a thorough explanation of their process.
Accountable Talk Moves in Mathematics
Use these accountable talk moves from Visible Learning for Mathematics, Grades K-12, to constructively challenge your students' conclusions and misconceptions.
Funneling and Focusing Questions in Mathematics
This excerpt from Visible Learning for Mathematics, Grades K-12, provides example questions that teachers can use to check for understanding—a crucial aspect of visible learning.
Making Learning Visible Starts with Teacher Clarity
This excerpt from Visible Learning for Mathematics, Grades K-12, explains how making learning visible starts with teacher clarity and the strategic use of learning intentions and success criteria promote student self-reflection and metacognition.
Evidence Based
Clear writing
Student response
Education Spec Ed Soc Wrk Dept, Longwood University
March 15, 2021
This gives a clear context and rationale for the 3 phase model introduced within the book. This is a valuable textbook.
Faculty of Health , Social Care & Education, Anglia Ruskin University
August 19, 2019
This book is a 'must read' for all those interested in mathematics pedagogy.
This book, and the videos available on the internet, provide the best aggregation of educational research that I have ever seen. The information provided is up to date, and draws on the work theorist such as Dweck and Boaler. The book covers all grades (year groups), and includes a sample of useful vignettes.
School of Education, Theology & Leadership, St Mary's University, Twickenham
March 22, 2019
Sample Materials & Chapters
Chapter 1: Make Learning Visible in Mathematics
Chapter 3: Mathematical Tasks and Talk That Guide Learning
