Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series) - Book reviews of Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series)

'Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series)' book reviews

Review for'Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series)'

"Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning" is a transformative book authored by John Hattie, Douglas Fisher, and Nancy Frey, among others. This book is an essential read for educators who are seeking to enhance their teaching practices and optimize student learning outcomes in mathematics. The book is part of the Corwin Mathematics Series and builds upon Hattie’s seminal work in "Visible Learning," which synthesized over 800 meta-analyses relating to student achievement.

The primary focus of "Visible Learning for Mathematics" is to translate the research findings of what works best in education into practical strategies for teaching mathematics. The book meticulously demystifies complex educational research and presents it in a format that is both accessible and actionable for teachers at all levels. One of the standout features of this book is its emphasis on evidence-based practices. The authors identify specific teaching practices that have the highest impact on student learning and provide clear, concrete examples of how these can be implemented in the classroom.

One of the key strengths of the book is its structured approach. The authors organize the content around the three phases of learning: surface, deep, and transfer. This organization not only helps educators understand the different stages of learning but also guides them in selecting appropriate strategies for each phase. The book provides a detailed exploration of each phase, accompanied by practical advice, lesson plans, and real-world examples. This structure makes it incredibly user-friendly and ensures that teachers can easily find and apply the strategies that will be most effective for their students.

The authors also emphasize the importance of assessment and feedback in the learning process. They provide insightful discussions on how to design assessments that truly measure student understanding and how to give feedback that is timely, specific, and actionable. The book stresses the role of formative assessment in guiding instruction and helping students take ownership of their learning.

Another notable aspect of "Visible Learning for Mathematics" is its focus on fostering a growth mindset among students. The authors argue that students’ beliefs about their abilities can significantly impact their learning outcomes. They provide strategies for creating a classroom environment that encourages a growth mindset, where mistakes are seen as opportunities for learning and effort is valued over innate ability.

While the book is rich in content, it is also highly engaging and readable. The authors use a conversational tone and include numerous anecdotes and examples from real classrooms. This not only makes the book enjoyable to read but also helps to illustrate the practical application of the research findings.

In conclusion, "Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning" is an invaluable resource for mathematics educators. It bridges the gap between research and practice, providing teachers with the tools they need to enhance their teaching and improve student outcomes. Whether you are a novice teacher or a seasoned educator, this book will undoubtedly offer new insights and strategies to support your professional growth and, most importantly, your students' success in mathematics.

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