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Mathematics Teachers at Work by Janine T. Remillard,Beth A. Herbel-Eisenmann,Gwendolyn M. Lloyd Pdf
This book compiles and synthesizes existing research on teachers’ use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on – but not restricted to – those materials developed in the 1990s in response to the NCTM’s Principles and Standards for School Mathematics. Despite the substantial amount of curriculum development activity over the last 15 years and growing scholarly interest in their use, the book represents the first compilation of research on teachers and mathematics curriculum materials and the first volume with this focus in any content area in several decades.
The Work of Mathematics Teacher Educators by Kathleen Lynch-Davis,Robin L. Rider Pdf
(Orginally published in 2005) A major focus of teacher education is the development of preservice teachers. However, it should not be the only focus of those who work in teacher education. Educating inservice teachers in equally important, and the conversation among those involved in mathematics teacher education needs to include discussion of this group as well. This conversation also highlights a need for professional development for teacher educators and research on the development of teacher educators. This monograph discusses issues in educating all of these groups of individuals in an effort to continue the conversation among those involded in mathematics teacher education.
Education for Mathematics in the Workplace by A. Bessot,J. Ridgway Pdf
This timely volume raises issues concerning the nature of school mathematics and mathematics at work, and the challenges of teaching valuable mathematics in school and providing appropriate training for a variety of careers. It offers lively commentaries on important `hot' topics: transferring knowledge and skill across contexts; ‘authentic mathematics’; comparability of different types of assessment; and analyses of research methods.
Mathematics Instruction and Tasks in a PLC at Work by Timothy D. Kanold,Sarah Schuhl,Mona Toncheff,Bill Barnes,Jennifer Deinhart,Jessica Kanold-McIntyre,Matthew R. Larson Pdf
"Mathematics Instruction and Tasks in a PLC at Work®, Second Edition by Mona Toncheff, Timothy D. Kanold, Sarah Schuhl, Bill Barnes, Jennifer Deinhart, Jessica Kanold-McIntyre, and Matthew R. Larson provides guidance for K-12 teachers to reflect on current lesson-design practices, compare those practices against high-quality standards of mathematics lesson design, and develop and use effective lessons that engage students within the mathematics classroom. Part of the Every Student Can Learn Mathematics series, it offers a comprehensive professional learning community (PLC) approach to sustaining deep change in mathematics achievement. The PLC at Work process is one of the best models that schools or districts can use to build a more equitable learning experience for students. Using the four critical questions of a PLC, teams will provide every mathematics student with common learning experiences, opportunities for sustained perseverance, and robust formative feedback. In this second edition, teachers will access new and updated tools to maximize their lesson-planning strategies in mathematics within the PLC framework"--
The Work of Mathematics Teacher Educators by Kathleen Lynch-Davis,Robin L. Rider Pdf
(Orginally published in 2004) A major focus of teacher education is the development of preservice teachers. However, it should not be the only focus of those who work in teacher education. Educating inservice teachers in equally important, and the conversation among those involved in mathematics teacher education needs to include discussion of this group as well. This conversation also highlights a need for professional development for teacher educators and research on the development of teacher educators. This monograph discusses issues in educating all of these groups of individuals in an effort to continue the conversation among those involved in mathematics teacher education.
Proceedings of the 13th International Congress on Mathematical Education by Gabriele Kaiser Pdf
This book is open access under a CC BY 4.0 license. The book presents the Proceedings of the 13th International Congress on Mathematical Education (ICME-13) and is based on the presentations given at the 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 brought together about 3.500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. Directly before the congress activities were offered for 450 Early Career Researchers. The proceedings give a comprehensive overview on the current state-of-the-art of the discussions on mathematics education and display the breadth and deepness of current research on mathematical teaching-and-learning processes. The book introduces the major activities of ICME-13, namely articles from the four plenary lecturers and two plenary panels, articles from the five ICMI awardees, reports from six national presentations, three reports from the thematic afternoon devoted to specific features of ICME-13. Furthermore, the proceedings contain descriptions of the 54 Topic Study Groups, which formed the heart of the congress and reports from 29 Discussion Groups and 31 Workshops. The additional important activities of ICME-13, namely papers from the invited lecturers, will be presented in the second volume of the proceedings.
Visible Learning for Mathematics, Grades K-12 by John Hattie,Douglas Fisher,Nancy Frey,Linda M. Gojak,Sara Delano Moore,William Mellman Pdf
Selected as the Michigan Council of Teachers of Mathematics winter book club book! Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
Researching Pedagogy and Practice with Canadian Mathematics Teachers by David A Reid,Christine Suurtamm,Annie Savard,Elaine Simmt,Dominic Manuel,Lisa Lunney Borden,Richard Barwell Pdf
The past two decades have seen an increased interest in education, especially in core areas such as mathematics, language and science. This is in part a consequence of the increase in the number of international comparisons of educational outcomes, such as PISA and TIMSS. Much research has focused on the contributions that curricula, financial resources, parental support, and so on, might have on educational outcomes. A factor that seems likely to have a very significant effect on student achievement, teachers’ practices and beliefs, has received little attention. This book reports results from a research program that sought to develop and employ research methods to compare teachers’ practices and beliefs across Canada. It provides insight into the challenge of such research, and describes teachers’ contexts, beliefs and practices, and how they differ, in four regions and across two languages. Using a multivocal ethnography approach (Tobin, 1999) teachers were involved in the preparation and discussion of videos of their own teaching and that of others. This approach resulted in not only insights into the teachers’ pedagogies and practices, but also opportunities for the teachers to reflect on their own teaching in new ways, and for researchers to reflect on research practices and orientations. The work is innovative in several ways. In a field crowded with research on teachers’ practices, beliefs and knowledge this research helps to unearth the implicit values that underlie the way teachers see teaching itself. Through the process of observation of each other’s practice, the teachers became aware of their own pedagogies, giving them new insights into their values and practices. Researchers also engaged in a parallel process of reflection on their own practices as observers of teachers, with similar insights into the values guiding their work. This book will be of interest to government policy makers, teachers and teacher educators, as well as researchers in Mathematics Education. Members of the AERA SIG in Research in Mathematics Education, the Canadian Mathematics Education Study Group, the NCTM, and provincial Mathematics teacher associations are potential readers. Praise for Researching Pedagogy and Practice with Canadian Mathematics Teachers: What a treasure! This book is an important resource for anyone interested in high quality mathematics teaching. It fills a gap in our understanding of how mathematics is taught across Canada, where students are among the highest performing on international mathematics assessments. The studies reported are conceptually grounded, methodologically rigorous, and filled with nuanced observations of the similarity and variation in classroom teaching across many of the Canadian provinces. Edward A. Silver Senior Associate Dean for Research & Graduate Studies William A. Brownell Collegiate Professor of Education & Professor of Mathematics University of Michigan
From Text to 'Lived' Resources by Ghislaine Gueudet,Birgit Pepin,Luc Trouche Pdf
What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they ‘tailor’ them for their use and pupil learning? Teachers collect resources, select, transform, share, implement, and revise them. Drawing from the French term « ingénierie documentaire »,we call these processes « documentation ». The literal English translation is « to work with documents », but the meaning it carries is richer. Documentation refers to the complex and interactive ways that teachers work with resources; in-class and out-of-class, individually, but also collectively.
Strengths-Based Teaching and Learning in Mathematics by Beth McCord Kobett,Karen S. Karp Pdf
"This book is a game changer! Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K- 6 goes beyond simply providing information by sharing a pathway for changing practice. . . Focusing on our students’ strengths should be routine and can be lost in the day-to-day teaching demands. A teacher using these approaches can change the trajectory of students’ lives forever. All teachers need this resource! Connie S. Schrock Emporia State University National Council of Supervisors of Mathematics President, 2017-2019 NEW COVID RESOURCES ADDED: A Parent’s Toolkit to Strengths-Based Learning in Math is now available on the book’s companion website to support families engaged in math learning at home. This toolkit provides a variety of home-based activities and games for families to engage in together. Your game plan for unlocking mathematics by focusing on students’ strengths. We often evaluate student thinking and their work from a deficit point of view, particularly in mathematics, where many teachers have been taught that their role is to diagnose and eradicate students’ misconceptions. But what if instead of focusing on what students don’t know or haven’t mastered, we identify their mathematical strengths and build next instructional steps on students’ points of power? Beth McCord Kobett and Karen S. Karp answer this question and others by highlighting five key teaching turnarounds for improving students’ mathematics learning: identify teaching strengths, discover and leverage students’ strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community and at home. Each chapter provides opportunities to stop and consider current practice, reflect, and transfer practice while also sharing · Downloadable resources, activities, and tools · Examples of student work within Grades K–6 · Real teachers’ notes and reflections for discussion It’s time to turn around our approach to mathematics instruction, end deficit thinking, and nurture each student’s mathematical strengths by emphasizing what makes them each unique and powerful.
Becoming the Math Teacher You Wish You'd Had by Tracy Johnston Zager Pdf
Ask mathematicians to describe mathematics and they' ll use words like playful, beautiful, and creative. Pose the same question to students and many will use words like boring, useless, and even humiliating. Becoming the Math Teacher You Wish You' d Had, author Tracy Zager helps teachers close this gap by making math class more like mathematics. Zager has spent years working with highly skilled math teachers in a diverse range of settings and grades and has compiled those' ideas from these vibrant classrooms into' this game-changing book. Inside you' ll find: ' How to Teach Student-Centered Mathematics:' Zager outlines a problem-solving approach to mathematics for elementary and middle school educators looking for new ways to inspire student learning Big Ideas, Practical Application:' This math book contains dozens of practical and accessible teaching techniques that focus on fundamental math concepts, including strategies that simulate connection of big ideas; rich tasks that encourage students to wonder, generalize, hypothesize, and persevere; and routines to teach students how to collaborate Key Topics for Elementary and Middle School Teachers:' Becoming the Math Teacher You Wish You' d Had' offers fresh perspectives on common challenges, from formative assessment to classroom management for elementary and middle school teachers No matter what level of math class you teach, Zager will coach you along chapter by chapter. All teachers can move towards increasingly authentic and delightful mathematics teaching and learning. This important book helps develop instructional techniques that will make the math classes we teach so much better than the math classes we took.
Transforming Mathematics Teacher Education by Tonya Gau Bartell,Corey Drake,Amy Roth McDuffie,Julia M. Aguirre,Erin E. Turner,Mary Q. Foote Pdf
This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth.
Making Sense of Mathematics for Teaching High School by Edward C. Nolan,Juli K. Dixon,Farhsid Safi,Erhan Selcuk Haciomeroglu Pdf
Develop a deep understanding of mathematics by grasping the context and purpose behind various strategies. This user-friendly resource presents high school teachers with a logical progression of pedagogical actions, classroom norms, and collaborative teacher team efforts to increase their knowledge and improve mathematics instruction. Explore strategies and techniques to effectively learn and teach significant mathematics concepts and provide all students with the precise, accurate information they need to achieve academic success. Combine student understanding of functions and algebraic concepts so that they can better decipher the world. Benefits Dig deep into mathematical modeling and reasoning to improve as both a learner and teacher of mathematics. Explore how to develop, select, or modify mathematics tasks in order to balance cognitive demand and engage students. Discover the three important norms to uphold in all mathematics classrooms. Learn to apply the tasks, questioning, and evidence (TQE) process to ensure mathematics instruction is focused, coherent, and rigorous. Gain clarity about the most productive progression of mathematical teaching and learning for high school. Watch short videos that show what classrooms that are developing mathematical understanding should look like. Contents Introduction Equations and Functions Structure of Equations Geometry Types of Functions Function Modeling Statistics and Probability Epilogue: Next Steps Appendix: Weight Loss Study Data References Index
Teachers' Professional Development and the Elementary Mathematics Classroom by Sophia Cohen Pdf
This book illustrates the experiences of elementary school teachers across one year's time as they participated in a teacher development seminar focused on mathematics, and as a result changed their beliefs, their knowledge, and their practices. It explores these experiences as a means of understanding the learning that takes a teacher from a more traditional teaching practice to one that is focused on the ideas and understandings that students and teachers have of the subject matter. The work emerges from and reports on a unique data set from a two-year study of teacher learning that was funded by the Spencer and MacArthur foundations. The teachers, whose work is at the center of this study, were participants in the Developing Mathematical Ideas seminar (DMI), a mathematics teacher development seminar for elementary school teachers. This seminar is one example of intensive, domain-specific professional development. In this seminar teachers study elementary mathematics content to deepen their own understanding of it, they study the development among children of the ideas central to elementary mathematics, and they experience a teaching and learning environment consistent with the pedagogy envisioned by the National Council for Teachers of Mathematics' Principles and Standards for School Mathematics. The seminar is a nationally available teacher development curriculum, thus interested educators can gain access to the resources necessary to offer similar seminars in their own communities. Teachers' Professional Development and the Elementary Mathematics Classroom: Bringing Understandings to Light will be widely interesting to a broad audience, including mathematics teacher educators, teacher education researchers, policymakers, and classroom teachers. It will serve well as a text in a range of graduate courses dealing with teacher cognition/knowledge for teaching, mathematics methods, psychology of learning, and pedagogical theory.
