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



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Teachers College Pr
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This is the 2nd edition with a publication date of 4/30/2009.

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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.

Author Biography

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

Forewordp. ix
Acknowledgmentsp. xiii
Introductionp. xv
The Mathematical Tasks Framework
Analyzing Mathematics Instructional Tasksp. 1
Defining Levels of Cognitive Demand of Mathematical Tasksp. 2
Matching Tasks with Goals for Student Learningp. 4
Differentiating Levels of Cognitive Demandp. 5
Gaining Experience in Analyzing Cognitive Demandsp. 8
Moving Beyond Task Selection and Creationp. 12
Using Cognitively Complex Tasks in the Classroomp. 14
The Evolution of Tasks During a Lessonp. 14
Patterns of Task Setup and Implementationp. 17
Learning from Casesp. 23
Theoretical Considerationsp. 23
Moving on to Considerations of One's Own Practicep. 25
Advantages to Guided Reflectionp. 27
The Cases
Introduction to the Casesp. 31
The Cases and Supporting Materialsp. 31
How to Orchestrate Teacher Learning from the Casesp. 33
Linking Fractions, Decimals, and Percents Using an Area Modelp. 37
The Case of Ron Castlemanp. 37
Discussion Questionsp. 46
Teaching Notesp. 47
Possible Solution Strategiesp. 51
Multiplying Fractions with Pattern Blocksp. 56
The Case of Fran Gorman and Kevin Cooperp. 56
Discussion Questionsp. 67
Teaching Notesp. 68
Giving Meaning to Measures of Central Tendencyp. 72
The Case of Trina Naruda and Ursula Hernandezp. 73
Discussion Questionsp. 82
Teaching Notesp. 82
Using Algebra Tiles to Multiply Monomials and Binomialsp. 88
The Case of Monique Butlerp. 88
Discussion Questionsp. 96
Teaching Notesp. 96
Organizing Datap. 101
The Case of Nicole Clarkp. 101
Discussion Questionsp. 107
Teaching Notesp. 108
Solving Problemsp. 112
The Case of Jerome Robinsonp. 112
Discussion Questionsp. 118
Teaching Notesp. 118
Possible Solution Strategiesp. 121
Using The Cases
Assisting the Learning of Teachersp. 131
Transformative Professional Developmentp. 132
Key Professional Activities Related To Mathematical Tasksp. 137
Conclusionp. 149
Assisting the Learning and Professional Practice of Principalsp. 151
Conducting Observations and Arranging for Tailored Professional Developmentp. 153
Providing Schoolwide Resources for Ongoing Teacher Developmentp. 160
Conclusionp. 163
Referencesp. 165
Indexp. 171
About the Authorsp. 181
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