Ensure a challenging mathematics experience for every learner, every day. This must-have resource offers support and encouragement for improved mathematics achievement across every grade level of your school. With an emphasis on Principles and Standards for School Mathematics and Common Core State Standards, this book covers the importance of mathematics content, learning and instruction, and mathematics assessment.
This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning.
School leaders who succeed at creating a high-achieving learning community must also be committed to creating an equitable environment for all students. In this new book, key scholars across the content areas show how to put into practice a commitment to equity and excellence across the Pre-K12 spectrum. Readers learn directly from experts in each of the content domains (literacy, mathematics, science, social studies, music, early childhood, special education, English language learners, world languages, and physical education) how a commitment to social justice and equity can be grounded in core subject areas, why each has a place in the school, and what they need to know and do in each subject area. This book is a critical instructional leadership resource for new and veteran principals who want to see all students succeed. Contributors: Antonio J. Castro, Julie Causton-Theoharis, Virginia Collier, Katherine Delaney, Catherine Ennis, Virginia Goatley, Beth Graue, Rochelle Gutirrez, Kathleen A. Hinchman, Anne Karabon, Christi Kasa, Dave McAlpine, Mitchell Robinson, Victor Sampson, Sherry A. Southerland, and Wayne Thomas
"Getting down from the ivory tower and stepping out of the principal′s office, these authors offer some of the most important and useful books about leadership that principals can buy." —Andy Hargreaves, Thomas More Brennan Chair in Education Boston College "Addresses some of the most important challenges facing school leaders today. The authors bring a remarkable combination of deep, practical experience and academic sophistication to these challenges." —Ken Leithwood, Professor Ontario Institute for Studies in Education, University of Toronto "This series of little volumes provides a valuable resource for new principals who would become accomplished instructional leaders and seasoned principals looking to strengthen their leadership capacity." —Roland S. Barth, Founding Director Harvard Principals′ Center "This series allows school principals to integrate theory and practice themselves, resulting in highly insightful and practical strategies that will make a difference in schools. Practitioners: lead thyselves!" —Michael Fullan, Professor Emeritus Ontario Institute for Studies in Education, University of Toronto Discover the formula for improved mathematics instruction and outcomes! Mathematics teaching and learning have changed so significantly over the past two decades that school leaders may find it difficult to keep up. Part of the Leading Student Achievement series, this book provides solid support for leading mathematics instruction schoolwide. Appropriate for school leaders who would like a stronger foundation in mathematics education as well as for experienced mathematics coaches and leaders, this guide outlines research related to mathematics education and offers: Strategies for observing and evaluating mathematics instruction in classrooms Suggestions for supporting teacher growth and development, including co-teaching, lesson study, and job-embedded professional learning Tools and templates to use in working with faculty The Principal as Mathematics Leader is an essential resource for all who are committed to achieving results through stronger mathematics programs.
This accessible resource offers practical strategies for increasing student achievement in science and fostering a school environment that supports the science curriculum. Assess your own science programs, and discover tools to evaluate teachers’ preparedness for science instruction. With checklists, assessments, and reproducibles that you can share with teachers, parents, and other stakeholders, discover how to improve science instruction and sustain a strong science program.
Designed to strengthen the teaching of mathematics in the elementary grades, this book focuses on helping teachers engage in instruction based on learning trajectories (LTs). Renowned scholars, including professional development researcher Hilda Borko, examine four exemplary projects with details on professional development design, teacher learning, and project implementation. Contributors include Hilda Borko, Douglas H. Clements, Susan B. Empson, Victoria R. Jacobs, and Julie Sarama. “This is an amazingly important and valuable resource for mathematics teachers and leaders at any level. It provides the background and understandings so critical for teachers and teacher leaders to regularly consider and use learning trajectories to inform teacher planning and instruction.” —Dr. Francis (Skip) Fennell, professor emeritus, McDaniel College, and past president of the Association of Mathematics Teacher Educators and the National Council of Teachers of Mathematics “This is the first book that I’ve come across that unpacks what it means to have a framework for student learning at the center of one’s instruction.” —Mary Kay Stein, University of Pittsburgh School of Education “I find this book useful for mathematics educators interested in framing learning trajectories across several domains—including tasks, discourse, curriculum, learners’ understanding, and assessment—to support professional development. Learning trajectories help us make connections among the domains and deepens professional knowledge and understanding.” —Robert Q. Berry III, University of Virginia, and president of the National Council of Teachers of Mathematics
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
Develop a deep understanding of mathematics. This user-friendly resource presents grades 6–8 teachers with a logical progression of pedagogical actions, classroom norms, and collaborative teacher team efforts to increase their knowledge and improve mathematics instruction. Make connections between elementary fraction-based content to fraction operations taught in the middle grades. 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. Benefits Dig deep into mathematical modeling and reasoning to improve as both a learner and teacher of mathematics. Explore how to develop, select, and 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 grow as both learners and teachers of mathematics. Gain clarity about the most productive progression of mathematical teaching and learning for grades 6–8. Access short videos that show what classrooms that are developing mathematical understanding should look like. Contents Introduction 1 Fraction Operations and Integer Concepts and Operations 2 Ratios and Proportional Relationships 3 Equations, Expressions, and Inequalities 4 Functions 5 Measurement and Geometry 6 Statistics and Probability Epilogue: Next Steps References and Resources Index
The culture of the mathematics classroom is becoming an increasingly salient topic of discussion in mathematics education. Studying and changing what happens in the classroom allows researchers and educators to recognize the social character of mathematical pedagogy and the relationship between the classroom and culture at large. This volume is divided into three sections, reporting findings gained in both research and practice. The first part presents several attempts to change classroom culture by focusing on the education of mathematics teachers and on teacher-researcher collaboration. The second section shifts to the interactive processes of the mathematics classroom and to the communal nature of learning. The third section discusses the means of constructing, filtering, and establishing mathematical knowledge that are characteristic of classroom culture. This internationally relevant volume will be of particular interest to educators and educational researchers.
