Great Books for Elementary Math Teachers Carpenter, T. P., Fennema, E., Franke, M. L., & Levi, L., (1999). Childrens Mathematics: Cognitively Guided Instruction. Based on more than twenty years of research, this book portrays the development of children's understanding of basic number concepts. The authors offer a detailed explanation and numerous examples of the problem-solving and computational processes that virtually all children use as their numerical thinking develops. They also describe how classrooms can be organized to foster that development. Two accompanying CDs provide a remarkable inside look at students and teachers in real classrooms. Carpenter, T. P., Fennema, E., Franke, M. L., & Levi, L., (2003). Thinking Mathematically: Integrating Arithmetic and Algebra in Elementary School. Reveals how children's developing knowledge of the powerful unifying ideas of mathematics can deepen their understanding of arithmetic and provide a solid foundation for learning algebra. This book also shows how teachers can increase their own knowledge of mathematics in the process of interacting with their children and reflecting about their practice. Thinking Mathematically provides numerous examples of classroom dialogues that indicate how algebraic ideas emerge in children's thinking and what problems and questions help to elicit them. Empson, S. B., & Levi, L., (2011). Extending Children's Mathematics: Fractions & Decimals: Innovations In Cognitively Guided Instruction. Addresses the urgent need to help teachers understand and teach fraction concepts. Fractions remain one of the key stumbling blocks in math education, and here Empson and Levi lay a foundation for understanding fractions and decimals in ways that build conceptual learning. They show how the same kinds of intuitive knowledge and sense making that provides the basis for children's learning of whole number arithmetic can be extended to fractions and decimals. Ma, L., (2010). Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in China and the United States (Studies in Mathematical Thinking and Learning Series). The anniversary edition of this bestselling volume includes the original studies that compare U.S and Chinese elementary school teachers mathematical understanding and offers a powerful framework for grasping the mathematical content necessary to understand and develop the thinking of school children. Highlighting notable changes in the field and the authors work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work. Russell, S. J., Schifter, D., & Bastable, V., (2011). Connecting Arithmetic to Algebra: Strategies for Building Algebraic Thinking in the Elementary Grades Algebra readiness: it's a topic of concern that seems to pervade every school district. How can we better prepare elementary students for algebra? More importantly, how can we help all children, not just those who excel in math, become ready for later instruction? The answer lies not in additional content, but in developing a way of thinking about the mathematics that underlies both arithmetic and algebra. The Navigations Series from NCTM Any of these grade-level specific books offer rich experiences for students. Each activity is outlined, ready-to-teach, and background knowledge is provided enabling a classroom teacher to walk in to the math classroom with an intended goal.