About the Series Editor | p. ix |
About the Authors | p. xi |
Foreword | p. xiii |
Introduction | p. 1 |
Using High-Performing Collaborative Teams for Mathematics | p. 5 |
The Professional Development Paradigm Shift | p. 6 |
Teacher Collaboration Versus Cooperation or Coordination | p. 10 |
Collaborative Practices | p. 13 |
High-Leverage Professional Development | p. 19 |
Collaborative Protocols | p. 21 |
Looking Ahead | p. 23 |
Chapter 1 Extending My Understanding | p. 24 |
Implementing the Common Core Standards for Mathematical Practice | p. 27 |
The Common Core Standards for Mathematical Practice | p. 28 |
Overarching Habits of Mind | p. 30 |
Reasoning and Explaining | p. 34 |
Modeling and Using Tools | p. 38 |
Seeing Structure and Generalizing | p. 43 |
Lesson-Design Elements That Reflect the Common Core Mathematical Practices | p. 46 |
The Mathematical Practices Lesson-Design Tool | p. 57 |
Student Motivation: A Benefit of the Mathematical Practices | p. 59 |
Looking Ahead | p. 60 |
Chapter 2 Extending My Understanding | p. 60 |
Implementing the Common Core Mathematics Content in Your Curriculum | p. 63 |
The Mathematics Standards for High School Content | p. 65 |
The Mathematics Standards for High School Content Analysis | p. 71 |
The Mathematics Standards for High School Content Implementation | p. 79 |
Looking Ahead | p. 91 |
Chapter 3 Extending My Understanding | p. 92 |
Implementing the Teaching-Assessing-Learning Cycle | p. 95 |
A Paradigm Shift in High School Mathematics Assessment Practices | p. 95 |
The PLC Teaching-Assessing-Learning Cycle | p. 98 |
Summative Moments in the Formative Feedback Paradigm | p. 117 |
Effective Summative Grading Practices | p. 121 |
Technology as an Assessment Tool | p. 123 |
Your Focus on Large-Scale Assessment Data | p. 124 |
Extending My Understanding | p. 125 |
Implementing Required Response to Intervention | p. 129 |
Vision of Equity | p. 130 |
Sources That Inform Equity in Mathematics | p. 130 |
Student Learning Needs for Success | p. 133 |
The PLC Required Response to Learning | p. 137 |
A Major Paradigm Shift in High School Mathematics Intervention Practices | p. 142 |
Required Interventions at Work: A Model | p. 144 |
Your International R2TI for Learning | p. 147 |
Looking Ahead | p. 150 |
Chapter 5 Extending My Understanding | p. 151 |
Epilogue: Your Mathematics Professional Development Model | p. 153 |
Changes in Mathematics Standards, 1989-2012 | p. 155 |
Standards for Mathematics Practice | p. 161 |
Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content | p. 164 |
Standards for Mathematical Content, High School | p. 165 |
Mathematics High School-Number and Quantity | p. 165 |
Mathematics High School-Algebra | p. 169 |
Mathematics High School-Functions | p. 174 |
Mathematics High School-Modeling | p. 179 |
Mathematics High School-Geometry | p. 181 |
Mathematics High School-Statistics and Probability | p. 187 |
References and Resources | p. 193 |
Index | p. 201 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.