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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.
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.
Table of Contents
|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 Cognitive 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|
|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|
|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|
|About the Authors||p. 181|
|Table of Contents provided by Ingram. All Rights Reserved.|