This book deals with important matters around leading a mathematics department as a route to excellence. The editors and a team of leading UK experts have put theory into practice across a wide range of topics from enthusing and guiding the teaching team, to learning from assessment and from public sources to using IT in the classroom.
Combining research-based theory with fresh, practical guidance for the classroom, this is a stimulating resource for all student and practising teachers looking for new ideas and inspiration.
Emotions play a critical role in mathematical cognition and learning. Understanding Emotions in Mathematical Thinking and Learning offers a multidisciplinary approach to the role of emotions in numerical cognition, mathematics education, learning sciences, and affective sciences. It addresses ways in which emotions relate to cognitive processes involved in learning and doing mathematics, including processing of numerical and physical magnitudes (e.g. time and space), performance in arithmetic and algebra, problem solving and reasoning attitudes, learning technologies, and mathematics achievement. Additionally, it covers social and affective issues such as identity and attitudes toward mathematics. Covers methodologies in studying emotion in mathematical knowledge Reflects the diverse and innovative nature of the methodological approaches and theoretical frameworks proposed by current investigations of emotions and mathematical cognition Includes perspectives from cognitive experimental psychology, neuroscience, and from sociocultural, semiotic, and discursive approaches Explores the role of anxiety in mathematical learning Synthesizes unifies the work of multiple sub-disciplines in one place
Tremendous forces for change are radically reshaping the world of work. Disruptive innovations, radical thinking, new business models and resource scarcity are impacting every sector. Although the scale of expected change is not unprecedented, what is unique is the pervasive nature of the change and its accelerating pace which people in organizations have to cope with. Structures, systems, processes and strategies are relatively simple to understand and even fix. People, however, are more complex. Change can have a different impact on each of them, all of which can cause different attitudes and reactions. Managing and Leading People Through Organizational Change is written for leaders with the key responsibility of managing people through transitions. Managing and Leading People through Organizational Change provides a critical analysis of change and transformation in organizations from a theoretical and practical perspective. It addresses the individual, team and organizational issues of leading and managing people before, during and after change, using case studies and interviews with people from organizations in different sectors across the globe. This book demonstrates how theory can be applied in practice through practical examples and recommendations, focusing on the importance of understanding the impact of the nature of change on individuals and engaging them collaboratively throughout the transformation journey.
"If you have anything at all to do with mathematics leadership in your school or district, this resource is the launch pad for your leadership efforts. It provides the necessary background, gets you started, and will force you to consider ′leadership traps′ you may encounter along the way. This book won′t be placed on a shelf—it will be used daily!" —Skip Fennell, Professor, McDaniel College Past President, National Council of Teachers of Mathematics Empower mathematics educators and learners to meet and exceed high expectations! School leaders who are responsible for improving mathematics achievement face tremendous challenges. Written by three noted mathematics educators, this book helps leaders implement a high-quality mathematics program, regardless of the status of their current programs or the availability of resources. A Guide to Mathematics Leadership presents a process-based approach to improving mathematics instruction based on five principles identified by the National Council of Teachers of Mathematics (NCTM)—equity, curriculum, teaching, learning, and assessment—and four leadership principles from the National Council of Supervisors of Mathematics (NCSM)—equity leadership, teaching and learning leadership, curriculum leadership, and assessment leadership. These principles are applied during the program improvement cycle, which includes: Articulating the curriculum Implementing the curriculum Incorporating effective instructional strategies Providing timely and targeted feedback Establishing professional learning communities Fostering professional development Filled with practical advice, tips, tools, and resources for each stage of the process, this book guides readers in the next steps to excellence in mathematics instruction and learning.
The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) study. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond—trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. SEMINAL specifically studies the change mechanisms that allow postsecondary institutions to incorporate and sustain active learning in Precalculus to Calculus 2 learning environments. Out of the approximately 2.5 million students enrolled in collegiate mathematics courses each year, over 90% are enrolled in Precalculus to Calculus 2 courses. Forty-four percent of mathematics departments think active learning mathematics strategies are important for Precalculus to Calculus 2 courses, but only 15 percnt state that they are very successful at implementing them. Therefore, insights into the following research question will help with institutional transformations: What conditions, strategies, interventions and actions at the departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of active learning in the undergraduate calculus sequence (Precalculus to Calculus 2) across varied institutions?
This book uses practice theory to examine the role of ‘middle-leadership’. In particular, it investigates the practices of ‘leading in the middle’ in the cultural-discursive, material-economic, and social-political domains – i.e., the sayings, doings and relatings of middle leading. This perspective acknowledges the ecological arrangement of leading practices in schools, and the necessity of considering the unavoidable reality of the site. The analysis is used to promote the need to view leading in the middle as a form of praxis – a morally and ethically informed practice that requires thoughtful decision-making and action in situations where the outcomes are not always clear. This book focuses on the practice of leading for those in ‘middle management’ positions in primary and secondary schools, such as those responsible for curriculum leadership, including senior teachers, assistant principals, and curriculum leaders. In their positions that bridge ‘management’ and ‘the classroom’ they are significant leaders in promoting and sustaining effective pedagogy for good learning outcomes, and they have to continue to provide high-quality teaching in their own classrooms, while simultaneously being a mentor, coach, supporter and evaluator for their colleagues.
A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.
`Their book will be of interest to teachers who wish to be proactive rather than reactive. It will be important reading for anyone who wishes to undertake school-based research′ - Times Educational Supplement `This is a book which places teachers at the heart of inquiry for improvement. The realism, experience and optimism of each of the writers, shines through each page of the text. It is a "can-do" book which combines discussion of principles, practices and contexts with practical examples of exercises - recommended reading for those wishing to reflect upon the challenges and joys of engaging in teacher-led change′ Christopher Day, Professor of Education and Co-Director of the Centre for Research on Teacher and School Development (CRSTD), The University of Nottingham This book shows how to support teachers′ leadership of school change. Within a theoretical and policy context, the authors: give practical guidance for integrating inquiry with practice; show how to encourage collaboration and critical dialogue within and between schools; focus strongly on pupil, teacher and organizational learning. The book includes tried-and-tested ideas for aspiring and experienced teacher leaders and researchers.
Your Guide to Engaging and Effective Math Instruction With the latest research on what works best in teaching and learning, The Mathematics Playbook is your comprehensive guide to enhancing mathematics teaching and learning. With a focus on fostering equity and maximizing student learning, the authors provide practical modules that integrate the latest research on effective teaching practices, and answer four critical questions: How do we foster, nurture, and sustain mathematics learning? How do we ensure all learners have equity of access and opportunity? What are the non-negotiables in a high-quality mathematics task? How do we know if learners really "get it"? Through real-life examples and an emphasis on self-assessment and reflection, this playbook empowers you to create engaging and impactful learning experiences in mathematics.
