Listen free for 30 days

Listen with a free trial

One credit a month, good for any title to download and keep.
Unlimited listening to the Plus Catalogue - thousands of select Audible Originals, podcasts and audiobooks.
Exclusive member-only deals.
No commitment - cancel anytime.
Buy Now for £18.29

Buy Now for £18.29

Pay using card ending in
By completing your purchase, you agree to Audible's Conditions of Use and authorise Audible to charge your designated card or any other card on file. Please see our Privacy Notice, Cookies Notice and Interest-based Ads Notice.

Summary

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.

©2017 Corwin (P)2020 Corwin

What listeners say about Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning

Average customer ratings
Overall
  • 5 out of 5 stars
  • 5 Stars
    1
  • 4 Stars
    0
  • 3 Stars
    0
  • 2 Stars
    0
  • 1 Stars
    0
Performance
  • 5 out of 5 stars
  • 5 Stars
    1
  • 4 Stars
    0
  • 3 Stars
    0
  • 2 Stars
    0
  • 1 Stars
    0
Story
  • 5 out of 5 stars
  • 5 Stars
    1
  • 4 Stars
    0
  • 3 Stars
    0
  • 2 Stars
    0
  • 1 Stars
    0

Reviews - Please select the tabs below to change the source of reviews.

Sort by:
Filter by:
  • Overall
    5 out of 5 stars
  • Performance
    5 out of 5 stars
  • Story
    5 out of 5 stars

Visible Learning for Mathematics by Emiko

The Educationalists that collaborated to write this book to provide practical strategies to help Teachers encourage their students to maximise student learning in Mathematics Teaching achieved a useful purpose in my particular teaching experience. This is because, I found the ideas learned from this audio book about being aware of the positive impact of Superficial, Deep and Transfer learning of Mathematics during one of my recent teaching experiences very pertinent. The books’ practical strategies showed me how to ensure that I practised assessment for learning strategies that encouraged maximum understanding about the basics of Cryptography taught to children who were Primary School students . I would encourage Teachers or Tutors to read and reflect on the important themes that underpin Assessment for Learning concerning Mathematics Teaching. This book provides practical strategies to help Teachers or Tutors to encourage and assist students to maximise their learning of Mathematics.