By Mary Kay Stein, Margaret Schwan Smith, Marjorie A. Henningsen, Edward A. Silver
''The unusual worth of this e-book is located within the manner it treats educating as an item of research. It engages all academics in learning and bettering instructing. It focuses at once at the information of training and at the equipment used to engage with scholars in regards to the content.''
-- From the Foreword via James Hiebert, Robert J. Barkley Professor of schooling, college of Delaware
''Readers will achieve perception approximately the best way to foster a hard school room that propels scholars towards a deeper figuring out of mathematics.''-- Journal for learn in arithmetic Education
Now in its moment variation, this crucial textbook improvement source deals a brand new foreword through James Hiebert. Drawing at the authors' paintings during the last decade, very important new chapters specialise in the ways that the ebook can be utilized to aid the training of academics and directors. bankruptcy eleven illustrates many of the ways that instructor educators builders may perhaps use the fabrics within the e-book to help within the expert development of lecturers, together with how one can without delay enhance lecturers' guideline practices. bankruptcy 12 discusses ways that principals and college leaders can use the publication to turn into higher tutorial leaders of academics who're trying to educate with cognitively not easy tasks.
This crucial book:
* Describes the Mathematical initiatives Framework, a device that has been confirmed potent in comparing educational judgements, the alternative of fabrics, and studying outcomes.
* offers narrative situations of exact school room guide that come with dialogue Questions and instructing Notes.
* incorporates a hyperlink to a downloadable PowerPoint presentation containing an multiplied evaluation of the study to be used with academics, mom and dad, and different stakeholders.
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Additional resources for Implementing standards-based mathematics instruction: a casebook for professional development
I saw more vividly than ever how crucial was the teacher's role. And my entrancement with teaching grew. In this volume, Stein, Smith, Henningsen, and Silver offer some of the resources for teachers to learn what I only just began to grasp then, and that I have been learning ever since. I began to appreciate that year how much what we call "teaching" depends on the quality of the work offered to students, how they interpret and respond to tasks, and how the teacher mediates their Page xii interpretations and responses.
In our work with teachers in the QUASAR Project, we discovered the importance of matching tasks with goals for student learning. Take for example the case of Mr. Johnson (Silver & Smith, 1996). Mr. Johnson wanted his students to learn to work collaboratively, to discuss alternative approaches to solving tasks, and to justify their solutions. , expressing ratios such as 15/25 in lowest terms) provided little, if any, opportunity for collaboration, exploration of multiple solution strategies, or meaningful justification.
For example, both tasks A and D require an explanation or description yet Task A is considered high-level (doing mathematics) and Task D is considered low-level (procedures without connections). Alternatively, both Tasks A and C are considered doing mathematics, yet they differ with respect to the use of manipulatives, a "real-world" context, and the use of a diagram. Whether our tasks are chosen as the basis for a sorting activity, new tasks are created for this purpose, or some combination of tasks is used, it is important to vary tasks with respect to a range of features across categories of cognitive demand.
Implementing standards-based mathematics instruction: a casebook for professional development by Mary Kay Stein, Margaret Schwan Smith, Marjorie A. Henningsen, Edward A. Silver