Elementary and Middle School Mathematics: Teaching Developmentally

Teaching mathematics well means more than explaining procedures: it means understanding how students make sense of ideas, choosing tasks that invite mathematical thinking, and noticing what their responses reveal. Elementary and Middle School Mathematics: Teaching Developmentally brings those decisions together for instruction across the PreK–8 years.

The tenth edition moves from the foundations of teaching into the mathematical topics themselves, connecting learning progressions with problem-based instruction, lesson planning, assessment, and support for a wide range of learners.

Start with how students learn mathematics

The opening chapters consider what it means to know and do mathematics, how problem solving can shape instruction, and how teachers can plan lessons and assess learning. Attention to equitable teaching and student needs keeps the focus on building understanding rather than simply presenting answers.

Follow the ideas across the K–8 curriculum

The book then turns to the development of mathematical concepts and procedures. Its chapters cover number sense, operations, basic fact fluency, place value, computation, algebraic thinking, fractions, decimals and percentages, ratios, measurement, geometry, data and statistics, probability, exponents, integers, and real numbers.

Across these topics, the text considers learning progressions and worthwhile tasks, helping readers connect the mathematics itself with choices about how to teach it.

Plan, assess, and adapt with purpose

• Explore problem-based teaching, lesson planning, and classroom assessment.
• Consider strategies for teaching mathematics equitably to students with varied needs.
• Use the topic-by-topic chapters as a reference for mathematical concepts and instructional approaches.
• Consult appendices on Standards for Mathematical Practice, NCTM teaching practices, blackline masters, and activities.

A working reference for mathematics educators

Designed for prospective and practicing elementary and middle school teachers, this book offers a structured way to revisit both the content students encounter and the teaching decisions that can support their understanding. Keep it close when planning across grade levels or looking for a clearer connection between mathematical ideas and classroom practice.