Preface
I. What is Concept-Based Curriculum and Instruction in Math?
Research and Theory
1. Why Is It Important for My Students to Learn Conceptually?
2. What Are the Facts, Processes, and Concepts in Mathematics?
II. How to Craft Generalizations and Plan Units of Work to Ensure
Deep Conceptual Understanding? A Practice Guide
3. How Do I Craft Generalizations for Mathematics?
4. How Do I Plan Units of Work for a Concept-Based Curriculum?
III. How Do We Engage Students Through Instructional Practice?
Strategies to Engage and Assess
5. How Do I Captivate Students? Eight Strategies for Engaging the
Hearts and Minds of Students
6. How Do I Know My Students Understand the Concepts? Assessment
Strategies
7. How Do I Integrate Technology to Foster Conceptual
Understanding?
8. What Do Ideal Concept-Based Math Classrooms Look Like?
Jennifer Wathall has been a teacher of mathematics for over 20
years. She graduated from the University of Sydney with a BSC
majoring in Mathematics and she has completed postgraduate
studies at The University of Hong Kong.
She has worked in several international schools including South
Island School, Hong Kong, The United Nations International School
(UNIS, one of the original IB schools), New York and she is
currently working at Island School, Hong Kong as Head of
Mathematics. She is currently an honorary faculty advisor and part
time instructor for The University of Hong Kong.
In the international arena she has presented workshops such as “How
to Effectively Integrate Multimedia into the Classroom” at the
21st Century Conference in Hong Kong and Shanghai and The
Asian Technology Conference in Mathematics, Bangkok and Beijing.
She has also given talks around Asia about how to effectively
integrate a 1:1 program into the mathematics classroom.
?As a qualified International Baccalaureate workshop leader
(“Mathematics, Concepts and Inquiry in the Diploma Program and
Approaches to Teaching and Learning”) Jennifer has delivered
numerous workshops in the Asia Pacific region. Her role as a
field representative for the IB Asia Pacific serves as part of the
quality assurance framework. She has consulted on IB Mathematics
textbooks and has developed a Category 3 workshop on “The Use of
the Casio GDC in IB Mathematics”. In 2014 she was invited to
deliver a talk at the IB Asia Pacific Conference titled “Using
Inquiry in the IB Mathematics Classroom” and in 2015 Jennifer will
be presenting at the IB Americas annual conference.
She is a certified trainer in the DISCtm behavior assessment tool
and a certified independent consultant in “Concept Based Curriculum
Design” by Dr H. Lynn Erickson. Jennifer works as a consultant
helping math departments and schools transition to concept-based
curriculum and instruction. She utilizes her skills as a certified
Performance Coach to facilitate transition and change.
For 2014 to 2019 she will be part of the external curriculum review
group for IB Diploma Mathematics based in The Hague and
Cardiff.
?Currently she is working with schools to transition towards a
concept and inquiry based curriculum.
"Secondary teachers are constantly being encouraged to change their
practice but few books have addressed the topics of secondary
mathematics nor given examples that secondary teachers can relate
to. This book does that. Another strength is the
connection of the content to the math processes and practices, the
heart of good instruction. The figures provided to summarize big
ideas are excellent. I love the potential of this book for using it
as a text for middle and secondary teachers, a guide for
professional development, and a place for individual
reflection. I know for sure that I would use it for my
student teacher seminar class and anytime that I was instructing
upper level math teachers. I’ve been waiting for this!"
*Barbara Fox, Adjunct Professor, Student Teacher Supervisor*
"The author provides a solid rationale, backed up by numerous
practical and authentic examples to increase the quality of
conceptual math classroom teaching practices so needed to develop
the next generation learners. This is a must have for any secondary
school’s professional library."
*Dave Nagel, Author Consultant*
"I attended a Concepts Based Curriculum training course led by
Jennifer Wathall and was really inspired by what I learned. Far too
often, as teachers, we can become narrowly focused on the topics
that we are covering; with concepts there is a whole new
opportunity for students to understand the big ideas and the
connections between different subjects. Jennifer skillfully guided
us through how we can introduce students to a concept-based
curriculum. I was really impressed with the method of writing
principle generalizations which provide a framework for
exploration. These generalizations can in fact make the focus of a
lesson or series of lessons much more exciting, allowing students
to break out of the constraints of a limited topic range.
Ultimately, I left the course determined to try out a
concepts-based model with a new unit we are developing on Human
Rights. With the conceptual lens, this promises to be a much more
thought-provoking unit for our students."
*John Edwards, Head of History Department*
"One of the major strengths of the book is the examples and the
visual diagrams that outline major topics. The book provides
rubrics that allow teachers to determine where they are in their
methodology and a opportunity to decide where they can improve
their teaching strategies."
*Amanda McKee, High School Mathematics Instructor*
"The major strength of the book is that it addresses teaching
mathematics in a way that invites students to learn and encourages
not only content knowledge, but depth of knowledge, rigor, and
critical thinking. Inquiry is a means of synergizing your classroom
and drawing students in so that they want to learn. This is going
to require a change of mindset for teachers and the administrators
alike as well as training. This book provides an opportunity for
both."
*Pamela L. Opel, Intervention Specialist*
"Jennie Wathall’s book offers a clear understanding of how complex
learning of mathematics is, and how to use this understanding to
create a thinking classroom. She explains, from a scientific point
of view and in a very well-researched and comprehensive manner,
sprinkled with plenty of practical examples, what is the
interdependence between the processes and knowledge and how to
plan, run and assess for a concept-based mathematics classroom.
This book is a must-read for all mathematics educators, a book that
should definitely be on the table in each mathematics office."
*Dr. Daniela Vasile, Head of Mathematics*
"Wathall is a master at covering all the bases here; this book is
bursting with engaging assessment examples, discussion questions,
research, and resources that apply specifically to mathematical
topics. Any math teacher or coach would be hard-pressed to read it
and not come away with scores of ideas, assessments, and lessons
that she could use instantly in the classroom. As an IB Workshop
Leader and instructional coach, I want this book handy on a nearby
shelf for regular referral – it′s a boon to any educator who wants
to bring math to life for students the world over."
*Alexis Wiggins, Instructional Coach, IB Workshop Leader and
Consultant*
"Jennifer Wathall’s book is one of the most forward thinking
mathematics resources on the market. While highlighting the
essential tenets of Concept-Based Curriculum design, her accessible
explanations and clear examples show how to move students to deeper
conceptual understandings. This book ignites the mathematical
mind!"
*Lois A. Lanning. Author*
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