Implementing Standards-Based Mathematics Instruction A Casebook for Professional Development

ISBN-10: 0807749575

ISBN-13: 9780807749579

Edition: 2nd 2009 (Revised)

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Description: Now in its second edition, this essential textbook and professional development resource offers a new foreword by James Hiebert and two important new chapters that focus on the ways in which the book can be used to support the learning of teachers and administrators, drawing on the authors' work over the past decade. Chapter 11 illustrates the various ways in which teacher educators or professional developers might use the materials in the book to aid in the professional growth of teachers, including how to directly improve teachers' instruction practices. Chapter 12 discusses ways in which principals and school leaders can use the book to become better instructional leaders of teachers who are attempting to teach with cognitively demanding tasks.

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Book details

List price: $27.95
Edition: 2nd
Copyright year: 2009
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 4/14/2009
Binding: Paperback
Pages: 208
Size: 6.00" wide x 9.00" long x 0.50" tall
Weight: 0.902

Stein holds a joint appointment at the University of Pittsburgh as an Associate Professor in the Administrative and Policy Department of the School of Education and Research Scientist at the Learning Research and Development Center. She holds a Ph.D. in educational psychology from the University of Pittsburgh

Silver is Professor of Education and Mathematics at the University of Michigan.

Foreword
Acknowledgments
Introduction
The Mathematical Tasks Framework
Analyzing Mathematics Instructional Tasks
Defining Levels of Cognitive Demand of Mathematical Tasks
Matching Tasks with Goals for Student Learning
Differentiating Levels of Cognitive Demand
Gaining Experience in Analyzing Cognitive Demands
Moving Beyond Task Selection and Creation
Using Cognitively Complex Tasks in the Classroom
The Evolution of Tasks During a Lesson
Patterns of Task Setup and Implementation
Learning from Cases
Theoretical Considerations
Moving on to Considerations of One's Own Practice
Advantages to Guided Reflection
The Cases
Introduction to the Cases
The Cases and Supporting Materials
How to Orchestrate Teacher Learning from the Cases
Linking Fractions, Decimals, and Percents Using an Area Model
The Case of Ron Castleman
Discussion Questions
Teaching Notes
Possible Solution Strategies
Multiplying Fractions with Pattern Blocks
The Case of Fran Gorman and Kevin Cooper
Discussion Questions
Teaching Notes
Giving Meaning to Measures of Central Tendency
The Case of Trina Naruda and Ursula Hernandez
Discussion Questions
Teaching Notes
Using Algebra Tiles to Multiply Monomials and Binomials
The Case of Monique Butler
Discussion Questions
Teaching Notes
Organizing Data
The Case of Nicole Clark
Discussion Questions
Teaching Notes
Solving Problems
The Case of Jerome Robinson
Discussion Questions
Teaching Notes
Possible Solution Strategies
Using The Cases
Assisting the Learning of Teachers
Transformative Professional Development
Key Professional Activities Related To Mathematical Tasks
Conclusion
Assisting the Learning and Professional Practice of Principals
Conducting Observations and Arranging for Tailored Professional Development
Providing Schoolwide Resources for Ongoing Teacher Development
Conclusion
References
Index
About the Authors
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