Mathematics Curriculum Topic Study : Bridging the Gap Between Standards and Practice

by Page Keeley

• ISBN13: 9781412926430
• ISBN10: 1412926432
• Format: Hardcover
• Copyright: 2006-04-12
• Publisher: Corwin Pr

Summary

"This book addresses the needs of teachers at every level in their teaching careers, as well as those who support and work with teachers. The processes can be used individually to guide professional learning and teaching, or within almost any professional development structure for facilitating group learning. " -Katherine E. Stiles, Senior Program Associate, WestEd "This resource supports continual professional growth of both content and pedagogical knowledge and will help teachers focus on the appropriate research. What a time saver this is!" -Rhonda Naylor, National Board Certified Mathematics Teacher Campus Middle School, Englewood, CO Attain the tools to plan and incorporate standards-based instruction that positively impacts student achievement! Becoming an accomplished mathematics teacher requires not only a thorough understanding of content, but also a familiarity with mathematics standards and research. However, a strategy for translating standards and research into instructional practice has been lacking since the advent of standards-based education reform. Mathematics Curriculum Topic Study provides a systematic professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment. Developed by authors Page Keeley and Cheryl M. Rose of the Maine Mathematics and Science Alliance, the NSF-funded Curriculum Topic Study (CTS) process can help educators align their practice with research-based concepts and skills required in local, state, and national standards. Successfully field-tested with hundreds of teachers, mathematics coordinators, and staff developers, this book contains 92 ready-to-use CTS guides arranged in seven categories that are aligned with NCTM content and process standards. Designed to work in a variety of contexts, the CTS process will help teachers: Increase their content and pedagogical knowledge Better understand and access mathematics research Translate standards to the classroom in a conscious, scholarly way Learn to recognize and address learning difficulties Increase opportunities for all students to achieve mathematical literacy An essential investment toward improving student achievement in mathematics for K-12 teachers, staff developers, directors of curriculum, department chairs and math educators, this innovative resource is also appropriate for preservice teachers and preservice higher education faculty.

Table of Contents

List of Curriculum Topic Study Guides	viii
Foreword	xi
Joan Ferrini-Mundy
Preface	xv
Overview	xv
Need	xvii
Audience	xvii
Organization	xvii
How to Use This Book	xviii
Acknowledgments	xix
About the Authors	xxv
Introduction to Curriculum Topic Study	1	(20)
What Is Curriculum Topic Study?	2	(3)
Why Study a Curriculum Topic?	5	(2)
Why Focus on Topics?	7	(2)
The Underlying Knowledge and Research Base	9	(1)
The Origin of Curriculum Topic Study: From Science to Mathematics	9	(5)
National, State, and Local Standards	10	(2)
Cognitive Research	12	(1)
Effective Professional Development	13	(1)
Research on Readers' Interaction With Text	14	(1)
Mathematics Teachers and Teaching	15	(4)
Content Knowledge	15	(2)
Pedagogical Content Knowledge	17	(1)
Beliefs About Teaching and Learning	18	(1)
Having a Professional Knowledge Base	19	(1)
The Teacher Professional Continuum	19	(2)
Examining the Components of a Curriculum Topic Study Guide	21	(10)
The CTS Guide	21	(4)
Sections and Outcomes	21	(2)
Selected Readings	23	(1)
CTS Supplementary Material	24	(1)
Common Resources for Study and Reflection	25	(6)
Building a Professional Collection: Experts at Your Fingertips!	26	(1)
Descriptions of the Common Resources Used in CTS	27	(4)
Engaging in Curriculum Topic Study	31	(22)
Getting Started	31	(7)
Gathering Your Resources	31	(2)
Becoming Familiar With the CTS Guides and Resources	33	(1)
Defining Your Purpose and Choosing Your Outcomes	33	(2)
Processing Information From CTS Sections	35	(1)
Activation and Processing Strategies	36	(1)
Reading the CTS Sections	37	(1)
Guiding Questions for Individual Sections of a CTS Guide	38	(1)
The CTS Learning Cycle: Inquiry, Study, and Reflection	38	(10)
Topic Engagement	42	(1)
Topic Elicitation	42	(1)
Topic Exploration	43	(1)
Topic Development	44	(1)
Topic Synthesis	45	(1)
Topic Application	45	(3)
Study Reflection and Self-Assessment	48	(1)
Using CTS Alone or With a Group	48	(5)
Using CTS on Your Own	48	(3)
Group Use of CTS	51	(2)
Contexts for Using Curriculum Topic Study	53	(40)
CTS and Mathematics Content Knowledge	55	(5)
Using CTS to Identify the Knowledge Needed to Teach a Topic	56	(1)
Using CTS to Examine the Structure of Conceptual Knowledge in a Topic	57	(3)
CTS and Curriculum	60	(16)
Curriculum Selection	66	(3)
Supporting Curriculum Implementation	69	(7)
CTS and Instruction	76	(4)
Reviewing and Modifying Lessons	76	(1)
Developing a Standards- and Research-Based Lesson	77	(1)
CTS and Mathematical Inquiry	77	(3)
Time for Using CTS in Instructional Planning	80	(1)
CTS and Assessment	80	(5)
Designing Assessment Probes	81	(2)
Developing Culminating Performances	83	(2)
CTS and Preservice and Novice Teacher Support	85	(2)
CTS and Leadership Development	87	(1)
CTS and Professional Development	88	(5)
Embedding CTS in a Variety of Professional Development Strategies	88	(3)
Facilitating Professional Development	91	(2)
Images From Practice: Curriculum Topic Study (CTS) Vignettes	93	(16)
Vignette 1: A Team of Primary Teachers Uses CTS to Clarify District Curriculum Goals for Addition and Subtraction Concepts	93	(2)
Vignette 2: A High School Teacher Uses CTS to Guide Implementation of a Unit on Functions	95	(1)
Vignette 3: A Department Chair Uses CTS to Help Guide a Discussion on Quadratic Factoring	96	(3)
Vignette 4: A Multi-Grade Elementary Team Uses CTS to Examine Alignment of Curriculum, Instruction, and Assessment	99	(2)
Vignette 5: A Middle School Teacher Uses CTS to Understand Concepts of Surface Area and Volume	101	(1)
Vignette 6: A Team of Middle and High School Teachers Uses CTS to Identify Goals for Learning About Decimals, Fractions, and Percents	102	(2)
Vignette 7: An Intermediate Teacher Uses CTS to Prepare for a Unit on Probability	104	(1)
Vignette 8: Teachers Uses CTS to Analyze Student Thinking on Area Measurement	105	(2)
Vignette 9: A Teacher Leader Uses CTS to Prepare for a Professional Development Session on Proportionality	107	(2)
Curriculum Topic Study Guides	109	(100)
Organization of CTS Guides	109	(1)
Description of CTS Categories	109	(100)
Numbers and Operations	110	(24)
Algebra	134	(13)
Geometry	147	(20)
Measurement	167	(11)
Data Analysis	178	(10)
Integrated Topics	188	(11)
Problem Solving and Processes	199	(10)
Resource A: Additional Resources to Support Curriculum Topic Study	209	(4)
Resource B: Worksheets for Curriculum Topic Study	213	(6)
References	219	(4)
Index	223