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| Beginning a Career as a Professional Mathematics Teacher | |
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| Goal and Objectives for Chapter 1 | |
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| Preservice Preparation and Professional Portfolios | |
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| Selecting a Teaching Position | |
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| Teaching Loads and Other Responsibilities | |
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| Organizing for the Year | |
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| The Beginning of an Eventful School Year | |
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| Learning From Experiences | |
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| Synthesis Activities for Chapter 1 | |
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| Transitional Activity From Chapter 1 to Chapter 2 | |
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| Gaining Students' Cooperation in an Environment Conducive to Doing Mathematics | |
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| Goal and Objectives for Chapter 2 | |
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| Well-Planned Lessons Gone Awry | |
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| Allocated and Transition Times | |
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| Student Behaviors | |
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| Establishing a Favorable Climate for Learning Mathematics | |
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| Communicating and Interacting With Students | |
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| Communicating With Students' Parents | |
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| Establishing Standards for Conduct and Routine Classroom Procedures | |
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| Working With Students as Individuals | |
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| Systematically Dealing With Off-Task Behaviors | |
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| Synthesis Activities for Chapter 2 | |
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| Transitional Activity From Chapter 2 to Chapter 3 | |
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| Motivating Students to Engage in Mathematical Learning Activities | |
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| Goal and Objectives for Chapter 3 | |
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| Motivating Students to Do Mathematics | |
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| Directing Students Into Learning Activities | |
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| Variety of Learning Activities | |
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| Engaging Students in Large-Group Presentations | |
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| Responding to Students' Questions | |
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| Asking Students Questions | |
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| Engaging Students in Cooperative-Learning Sessions | |
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| Engaging Students in Independent-Work Sessions | |
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| Motivating Students to Complete Homework Assignments | |
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| Synthesis Activities for Chapter 3 | |
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| Transitional Activity From Chapter 3 to Chapter 4 | |
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| Developing Mathematics Curricula | |
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| Goal and Objectives for Chapter 4 | |
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| A Curriculum | |
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| The Gap Between Research-Based Mathematics Curricula and Typical Practice | |
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| PSSM's Equity Principle | |
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| PSSM's Curriculum Principle | |
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| PSSM's Teaching Principle | |
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| PSSM's Learning Principle | |
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| PSSM's Assessment Principle | |
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| PSSM's Technology Principle | |
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| PSSM's Content Standards and Expectations | |
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| PSSM's Process Standards | |
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| Designing Mathematics Courses | |
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| Teaching Units | |
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| Daily Planning | |
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| Synthesis Activities for Chapter 4 | |
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| Transitional Activity From Chapter 4 to Chapter 5 | |
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| Leading Students to Construct Concepts and Discover Relationships | |
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| Goal and Objectives for Chapter 5 | |
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| Mathematical Concepts | |
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| Inductive Reasoning | |
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| Construct-a-Concept Objectives | |
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| Lessons for Construct-a-Concept Objectives | |
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| Miniexperiments Relevant to Students' Achievement of Construct-a-Concept Objectives | |
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| Discoverable Mathematical Relationships | |
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| Discover-a-Relationship Objectives | |
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| Lessons for Discover-a-Relationship Objectives | |
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| Miniexperiments Relevant to Students' Achievement of Discover-a-Relationship Objectives | |
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| Synthesis Activities for Chapter 5 | |
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| Transitional Activity From Chapter 5 to Chapter 6 | |
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| Leading Students to Develop Knowledge and Algorithmic Skills | |
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| Goal and Objectives for Chapter 6 | |
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| Mathematical Information to Be Remembered | |
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| The Acquisition and Retention of Information | |
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| Simple-Knowledge Objectives | |
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| Lessons for Simple-Knowledge Objectives | |
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| Miniexperiments Relevant to Students' Achievement of Simple-Knowledge Objectives | |
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| Algorithms | |
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| Algorithmic-Skill Objectives | |
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| Lessons for Algorithmic-Skill Objectives | |
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| Miniexperiments Relevant to Students' Achievement of Algorithmic-Skill Objectives | |
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| Synthesis Activities for Chapter 6 | |
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| Transitional Activity From Chapter 6 to Chapter 7 | |
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| Leading Students to Communicate With Mathematics | |
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| Goal and Objectives for Chapter 7 | |
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| The Power of Mathematical Language | |
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| What Is the Question? | |
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| Negotiating the Language of Mathematics | |
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| Comprehension-and-Communication Objectives | |
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| Lessons for Comprehension-and-Communication Objectives | |
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| Speaking, Listening to, and Writing Mathematics | |
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| Miniexperiments Relevant to Students' Achievement of Comprehension-and-Communication Objectives | |
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| Synthesis Activities for Chapter 7 | |
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| Transitional Activity From Chapter 7 to Chapter 8 | |
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| Leading Students to Creatively Use Mathematics | |
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| Goal and Objectives for Chapter 8 | |
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| Deductive Reasoning for Problem Solving | |
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| Application Objectives | |
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| Lessons for Application Objectives | |
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| A Four-Stage Lesson for an Application Objective | |
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| Miniexperiments Relevant to Students' Achievement of Application Objectives | |
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| Doing Mathematics Creatively | |
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| Creative-Thinking Objectives | |
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| Lessons for Creative-Thinking Objectives | |
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| Incorporating Synectics Into Creative-Thinking Lessons | |
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| Miniexperiments Relevant to Students' Achievement of Creative-Thinking Objectives | |
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| Influencing Students' Attitudes About Mathematics | |
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| Miniexperiments Relevant to Students' Achievement of Affective Objectives | |
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| Synthesis Activities for Chapter 8 | |
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| Transitional Activity From Chapter 8 to Chapter 9 | |
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| Assessing and Reporting Students' Progress With Mathematics | |
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| Goal and Objectives for Chapter 9 | |
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| Complex Decisions | |
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| Measurement Usefulness | |
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| Common Malpractice | |
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| Designing Measurements of Students' Achievement of Unit Goals | |
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| Using Test Results for Formative Feedback | |
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| Assigning Grades to Measurement Scores | |
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| Portfolios for Communicating Summative Evaluations of Student Achievement | |
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| Tests You Did Not Design | |
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| High-Stakes Tests | |
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| Synthesis Activities for Chapter 9 | |
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| Transitional Activity From Chapter 9 to Chapter 10 | |
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| Technology and Resources for Teaching and Learning Mathematics | |
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| Goal and Objectives for Chapter 10 | |
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| Selection and Use of Textbooks | |
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| Sources of Ideas for Teaching Mathematics | |
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| Hands-On Manipulatives and Concrete Models | |
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| Computer-Assisted Mathematics Teaching | |
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| Calculator-Assisted Mathematics Teaching | |
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| Technology for Presentations | |
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| Extending Your Mathematics Classroom Beyond the Walls of the School | |
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| Synthesis Activities for Chapter 10 | |
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| Transitional Activity From Chapter 10 to Chapter 11 | |
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| Analyzing Examples of Mathematics Curricula and Instructional Practice | |
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| Goal and Objectives for Chapter 11 | |
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| Building From Experiences | |
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| A Sixth-Grade Mathematics Course | |
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| A Prealgebra Course | |
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| An Algebra I Course | |
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| A Geometry Course | |
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| Algebra II, Trigonometry, and Precalculus | |
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| A Life-Skills Mathematics Course | |
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| AP and Concurrent-Enrollment Mathematics Courses | |
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| Synthesis Activities for Chapter 11 | |
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| Glossary | |
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| References | |
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| Index | |
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| About the Author | |