This leading K-8 math methods text has the most coverage of the NCTM Standards, the strongest coverage of middle school mathematics, and the highest student approval of any text currently available.
Elementary and Middle School Mathematics:  Teaching Developmentally provides an unparalleled depth of ideas and discussion to help students develop a real understanding of the mathematics they will teach. This text reflects the NCTM Principles and Standards and the benefits of constructivistor student-centeredmathematics instruction. It is structured for maximum flexibility, offering 23 brief, compartmentalized chapters that may be mixed and matched to fit any course or teaching approach.  Practical and concise, it offers readers a strong theoretical perspective of how children learn mathematics and then shows them the best way to teach it. 
The text is organized into two sections.  The first section introduces trends in mathematics education and the process of doing mathematics.  It then develops the core ideas of learning, teaching, planning, and assessment.  Additional perspectives on mathematics for special children and the role of technology are also discussed.  Chapters 3 and 4 are the most critical as they describe the constructivist view of learning and how it is applied as well as what it means to teach through problem solving. 
Section II serves as the application of the core ideas in Section I.  Chapters on every major area of content in the K-8 mathematics curriculum are included.  Numerous problem-based activities to engage students are interwoven with a discussion of the mathematical content and how children develop their understanding of that content.   The appendices at the end of the book provide additional information on the Principles and Standards of the NCTM, the Professional Standards, and Guides for Blackline Masters and suggestions for use of construction materials. 
Both a comprehensive textbook and a reference as students begin their teaching careers; Van de Walle’s book will help teachers and students alike to find the excitement that happens when mathematics makes sense.