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"Catalyzing Change in Middle School Mathematics calls for all stakeholders involved in the teaching of mathematics to middle school students to critically examine the following: The identity and agency of students in middle school by being developmentally responsive while also creating and supporting a learning environment that takes into account each and every student's unique background, experience, cultural perspectives, traditions, and knowledge The inequitable structures in middle school mathematics, such as student tracking and ability grouping as well as teacher tracking, and eliminating those structures that impede students' agency and identity as capable learners and doers of mathematics Mathematics instructional practices that are equitable and attend to students as developing young adolescents, ensuring that each and every student has access to a high-quality mathematics program. How middle schools should build from a strong foundation of mathematics developed in the elementary grades, deeply engage students in the important mathematical ideas of the middle grades, and prepare students for their continued mathematics journey in high school and beyond"--
"Catalyzing Change in Elementary and Early Childhood Mathematics presents four key recommendations to guide conversations that take a critical look at current mathematics programs in order to identify practices, policies, and instructional approaches that hinder any child from becoming confident and capable mathematics learners. The book uses classroom vignettes and student work to illustrate how the eight effective mathematics teaching practices form a framework for equitable instruction and to discuss the teaching of important mathematics topics in number and operations, early algebra, geometry, and data"--
A schoolwide solution for students’ mathematics success! Do you sometimes start to teach a mathematics concept and feel like you’re staring at a sea of bewildered faces? What happens when you discover students previously learned a calculation trick or a mnemonic that has muddied their long-term understanding? When "rules" seem to change from year to year, teacher to teacher, or school to school, mathematics can seem like a disconnected mystery for students. Clear up the confusion with a Mathematics Whole-School Agreement! Expanded from the highly popular "Rules that Expire" series of NCTM articles, this essential guide leads educators through the collaborative step-by-step process of establishing a coherent and consistent learner-centered and equitable approach to mathematics instruction. Through this work, you will identify, streamline, and become passionate about using clear and consistent mathematical language, notations, representations, rules, and generalizations within and across classrooms and grades. Importantly, you’ll learn to avoid "rules that expire"—tricks that may seem to help students in one grade but hurt in the long run. Features of this book include · Abundant grade-specific examples · Effective working plans for sustainability · Barrier-busting tips, to-dos, and try-it-outs · Practical templates and checklists · PLC prompts and discussion points When teachers unite across grades, students hit the ground running every year. Take the next step together as a team and help all your students build on existing understanding to find new success and most importantly, love learning and doing mathematics!
Catalyzing Change in High School Mathematics : Initiating Critical Conversations is written for classroom teachers; counselors, coaches, specialists, and instructional leaders; school, district, and state administrators; curriculum developers; and policymakers at all levels with the goal of beginning a serious discussion of the issues for high school mathematics that are outlined in this document.--
Empower students to be the change—join the teaching mathematics for social justice movement! We live in an era in which students have —through various media and their lived experiences— a more visceral experience of social, economic, and environmental injustices. However, when people think of social justice, mathematics is rarely the first thing that comes to mind. Through model lessons developed by over 30 diverse contributors, this book brings seemingly abstract high school mathematics content to life by connecting it to the issues students see and want to change in the world. Along with expert guidance from the lead authors, the lessons in this book explain how to teach mathematics for self- and community-empowerment. It walks teachers step-by-step through the process of using mathematics—across all high school content domains—as a tool to explore, understand, and respond to issues of social injustice including: environmental injustice; wealth inequality; food insecurity; and gender, LGBTQ, and racial discrimination. This book features: Content cross-referenced by mathematical concept and social issues Downloadable instructional materials for student use User-friendly and logical interior design for daily use Guidance for designing and implementing social justice lessons driven by your own students’ unique passions and challenges Timelier than ever, teaching mathematics through the lens of social justice will connect content to students’ daily lives, fortify their mathematical understanding, and expose them to issues that will make them responsive citizens and leaders in the future.
This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning.
Teaching Secondary and Middle School Mathematics combines the latest developments in research, standards, and technology with a vibrant writing style to help teachers prepare for the excitement and challenges of teaching secondary and middle school mathematics today. In the fully revised fifth edition, scholar and mathematics educator Daniel Brahier invites teachers to investigate the nature of the mathematics curriculum and reflect on research-based "best practices" as they define and sharpen their own personal teaching styles. The fifth edition has been updated and expanded with a particular emphasis on the continued impact of the Common Core State Standards for Mathematics and NCTM’s just-released Principles to Actions, as well as increased attention to teaching with technology, classroom management, and differentiated instruction. Features include: A full new Chapter 7 on selection and use of specific tools and technology combined with "Spotlight on Technology" features throughout clearly illustrate the practical aspects of how technology can be used for teaching or professional development. Foundational Chapters 1 and 2 on the practices and principles of mathematics education have been revised to build directly on Common Core State Standards for Mathematics and Principles to Actions, with additional references to both documents throughout all chapters. A new Chapter 4 focuses on the use of standards in writing objectives and organizing lesson plan resources while an updated Chapter 5 details each step of the lesson planning process. A fully revised Chapter 12 provides new information on teaching diverse populations and outlines specific details and suggestions for classroom management for mathematics teachers. Classroom Dialogues" features draws on the author’s 35-year experience as an educator to present real-world teacher-student conversations about specific mathematical problems or ideas "How Would You React?" features prepares future teachers for real-life scenarios by engaging them in common classroom situations and offering tried-and-true solutions. With more than 60 practical, classroom-tested teaching ideas, sample lesson and activities, Teaching Secondary and Middle School Mathematics combines the best of theory and practice to provide clear descriptions of what it takes to be an effective teacher of mathematics.
Ask mathematicians to describe mathematics and they' ll use words like playful, beautiful, and creative. Pose the same question to students and many will use words like boring, useless, and even humiliating. Becoming the Math Teacher You Wish You' d Had, author Tracy Zager helps teachers close this gap by making math class more like mathematics. Zager has spent years working with highly skilled math teachers in a diverse range of settings and grades and has compiled those' ideas from these vibrant classrooms into' this game-changing book. Inside you' ll find: ' How to Teach Student-Centered Mathematics:' Zager outlines a problem-solving approach to mathematics for elementary and middle school educators looking for new ways to inspire student learning Big Ideas, Practical Application:' This math book contains dozens of practical and accessible teaching techniques that focus on fundamental math concepts, including strategies that simulate connection of big ideas; rich tasks that encourage students to wonder, generalize, hypothesize, and persevere; and routines to teach students how to collaborate Key Topics for Elementary and Middle School Teachers:' Becoming the Math Teacher You Wish You' d Had' offers fresh perspectives on common challenges, from formative assessment to classroom management for elementary and middle school teachers No matter what level of math class you teach, Zager will coach you along chapter by chapter. All teachers can move towards increasingly authentic and delightful mathematics teaching and learning. This important book helps develop instructional techniques that will make the math classes we teach so much better than the math classes we took.
For Elementary Mathematics Methods or Middle School Mathematics Methods Covers preK-8 Written by leaders in the field, this best-selling book will guide teachers as they help all PreK-8 learners make sense of math by supporting their own mathematical understanding and cultivating effective planning and instruction. Elementary and Middle School Mathematics: Teaching Developmentally provides an unparalleled depth of ideas and discussion to help teachers develop a real understanding of the mathematics they will teach and the most effective methods of teaching the various mathematics topics. This text reflects the NCTM and Common Core State Standards and the benefits of problem-based mathematics instruction.
"To truly engage in mathematics is to become curious and intrigued about regularities and patterns, then describe and explain them. A focus on the behavior of the operations allows students starting in the familiar territory of number and computation to progress to true engagement in the discipline of mathematics." -Susan Jo Russell, Deborah Schifter, and Virginia Bastable Algebra readiness: it's a topic of concern that seems to pervade every school district. How can we better prepare elementary students for algebra? More importantly, how can we help all children, not just those who excel in math, become ready for later instruction? The answer lies not in additional content, but in developing a way of thinking about the mathematics that underlies both arithmetic and algebra. Connecting Arithmetic to Algebra invites readers to learn about a crucial component of algebraic thinking: investigating the behavior of the operations. Nationally-known math educators Susan Jo Russell, Deborah Schifter, and Virginia Bastable and a group of collaborating teachers describe how elementary teachers can shape their instruction so that students learn to: *notice and describe consistencies across problems *articulate generalizations about the behavior of the operations *develop mathematical arguments based on representations to explain why such generalizations are or are not true. Through such work, students become familiar with properties and general rules that underlie computational strategies-including those that form the basis of strategies used in algebra-strengthening their understanding of grade-level content and at the same time preparing them for future studies. Each chapter is illustrated by lively episodes drawn from the classrooms of collaborating teachers in a wide range of settings. These provide examples of posing problems, engaging students in productive discussion, using representations to develop mathematical arguments, and supporting both students with a wide range of learning profiles. Staff Developers: Available online, the Course Facilitator's Guide provides math leaders with tools and resources for implementing a Connecting Arithmetic to Algebra workshop or preservice course. For information on the PD course offered through Mount Holyoke College, download the flyer.