Rent 9780807749579 | Implementing Standards-Based Mathematics Instruction : A Casebook for Professional Development

Summary Table of Contents Author Biography

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.

Foreword	p. ix
Acknowledgments	p. xiii
Introduction	p. xv
The Mathematical Tasks Framework
Analyzing Mathematics Instructional Tasks	p. 1
Defining Levels of Cognitive Demand of Mathematical Tasks	p. 2
Matching Tasks with Goals for Student Learning	p. 4
Differentiating Levels of Cognitive Demand	p. 5
Gaining Experience in Analyzing C... MOREognitive Demands	p. 8
Moving Beyond Task Selection and Creation	p. 12
Using Cognitively Complex Tasks in the Classroom	p. 14
The Evolution of Tasks During a Lesson	p. 14
Patterns of Task Setup and Implementation	p. 17
Learning from Cases	p. 23
Theoretical Considerations	p. 23
Moving on to Considerations of One's Own Practice	p. 25
Advantages to Guided Reflection	p. 27
The Cases
Introduction to the Cases	p. 31
The Cases and Supporting Materials	p. 31
How to Orchestrate Teacher Learning from the Cases	p. 33
Linking Fractions, Decimals, and Percents Using an Area Model	p. 37
The Case of Ron Castleman	p. 37
Discussion Questions	p. 46
Teaching Notes	p. 47
Possible Solution Strategies	p. 51
Multiplying Fractions with Pattern Blocks	p. 56
The Case of Fran Gorman and Kevin Cooper	p. 56
Discussion Questions	p. 67
Teaching Notes	p. 68
Giving Meaning to Measures of Central Tendency	p. 72
The Case of Trina Naruda and Ursula Hernandez	p. 73
Discussion Questions	p. 82
Teaching Notes	p. 82
Using Algebra Tiles to Multiply Monomials and Binomials	p. 88
The Case of Monique Butler	p. 88
Discussion Questions	p. 96
Teaching Notes	p. 96
Organizing Data	p. 101
The Case of Nicole Clark	p. 101
Discussion Questions	p. 107
Teaching Notes	p. 108
Solving Problems	p. 112
The Case of Jerome Robinson	p. 112
Discussion Questions	p. 118
Teaching Notes	p. 118
Possible Solution Strategies	p. 121
Using The Cases
Assisting the Learning of Teachers	p. 131
Transformative Professional Development	p. 132
Key Professional Activities Related To Mathematical Tasks	p. 137
Conclusion	p. 149
Assisting the Learning and Professional Practice of Principals	p. 151
Conducting Observations and Arranging for Tailored Professional Development	p. 153
Providing Schoolwide Resources for Ongoing Teacher Development	p. 160
Conclusion	p. 163
References	p. 165
Index	p. 171
About the Authors	p. 181
Table of Contents provided by Ingram. All Rights Reserved.

Mary Kay Stein is Professor of Learning Sciences and Policy at the University of Pittsburgh. Margaret Schwan Smith is a Professor in the Department of Instruction and Learning in the School of Education at the University of Pittsburgh. Marjorie A. Henningsen is the Head of School at Wellspring Learning Community in Beirut, Lebanon. Edward A. Silver is the William A. Brownell Collegiate Professor of Education and Professor of Mathematics at the University of Michigan.

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