Building Support for Scholarly Practices in Mathematics Methods PDF Download

Author: Signe E. Kastberg
Publisher: IAP
ISBN: 164113027X
Category : Mathematics
Languages : en
Pages : 375

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Book Description
Building Support for Scholarly Practices in Mathematics Methods is the product of collaborations among over 40 mathematics teacher educators (MTEs) who teach mathematics methods courses for prospective PreK?12 teachers in many different institutional contexts and structures. Each chapter unpacks ways in which MTEs use theoretical perspectives to inform their construction of goals, activities designed to address those goals, facilitation of activities, and ways in which MTEs make sense of experiences prospective teachers have as a result. The book is organized in seven sections that highlight how the theoretical perspective of the instructor impacts scholarly inquiry and practice. The final section provides insight as we look backward to reflect, and forward with excitement, moving with the strength of the variation we found in our stories and the feeling of solidarity that results in our understandings of purposes for and insight into teaching mathematics methods. This book can serve as a resource for MTEs as they discuss and construct scholarly practices and as they undertake scholarly inquiry as a means to systematically examine their practice.

Author: Polly, Drew
Publisher: IGI Global
ISBN: 1466664983
Category : Education
Languages : en
Pages : 551

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Book Description
Common Core education standards establish a clear set of specific ideas and skills that all students should be able comprehend at each grade level. In an effort to meet these standards, educators are turning to technology for improved learning outcomes. Cases on Technology and Common Core Mathematics provides a compilation of cases and vignettes about the application of technology in the classroom in order to enhance student understanding of math concepts. This book is a timely reference source for mathematics educators, educational technologists, and school district leaders employed in the mathematics education or educational technology fields.

Author: Chase Orton
Publisher: Corwin Press
ISBN: 1071841556
Category : Education
Languages : en
Pages : 210

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Book Description
The system won’t do it for us. But we have each other. In The Imperfect and Unfinished Math Teacher: A Journey to Reclaim Our Professional Growth, master storyteller Chase Orton offers a vulnerable and courageous grassroots guide that leads K-12 math teachers through a journey to cultivate a more equitable, inclusive, and cohesive culture of professionalism for themselves...what he calls professional flourishment. The book builds from two bold premises. First, that as educators, we are all naturally imperfect and unfinished, and growth should be our constant goal. Second, that the last 40 years of top-down PD efforts in mathematics have rarely supplied teachers with what they need to equitably grow their practice and foster classrooms that are likewise empowered, inclusive, and cohesive. With gentle humanity, this book inspires teachers to break down silos, observe each others’ classrooms, interrogate their own biases, and put students at the center of everything they do in the math classroom. This book: Weaves raw and authentic stories—both personal and those from other educators—into a relatable and validating narrative Offers interactive opportunities to self-reflect, build relationships, seek new vantage on our teaching by observing others’ classrooms and students, and share and listen to other’s stories and experiences Asks teachers to give and accept grace as they work collaboratively to better themselves and the system from within, so that they can truly serve each of their students authentically and equitably Implementing the beliefs and actions in this book will position teachers to become more active partners in each other’s professional growth so that they can navigate the obstacles in their professional landscape with renewed focus and a greater sense of individual and collective efficacy. It equips teachers—and by extension, their students—to chart their own course and author their own equitable and joyful mathematical and professional stories.

Author: Merrilyn Goos
Publisher: Springer
ISBN: 9783030624101
Category : Education
Languages : en
Pages : 455

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Book Description
Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.

Author: Ilana Horn
Publisher: Routledge
ISBN: 1000556387
Category : Education
Languages : en
Pages : 284

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Book Description
Drawing on sociocultural learning theory, this book offers a groundbreaking theory of secondary mathematics teacher learning in schools, focusing on the transformation of instruction as a conceptual change project to achieve ambitious and equitable mathematics teaching. Despite decades of research showing the importance of ambitious and equitable teaching, few inroads have been made in most U.S. classrooms, and teacher learning in general remains undertheorized in most educational research. Illustrating their theory through closely documented case studies of secondary mathematics teachers’ learning and instructional practices, authors Horn and Garner explore the key conceptual issues teachers are required to work through in order to more fully realize ambitious and equitable teaching in their classrooms. By theorizing teacher learning from a sociocultural perspective and focusing on instructional practice, the authors make a unique contribution to the field of teacher learning. This book offers researchers, scholars, and teacher educators new theoretical and methodological tools for the elusive phenomenon of teacher learning, and provides instructional leaders and coaches with practical examples of how teachers shift their thinking and practice.

Author: William H. Schmidt
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 356

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Book Description
Based on a major international teacher education research project—the Mathematics Teaching in the 21st Century Study (MT21)—this book investigates the preservice preparation of middle school mathematics teachers in the United States, South Korea, Taiwan, Germany, Bulgaria, and Mexico. The study was funded by the National Science Foundation and the participating countries. William Schmidt (co-author of the influential TIMSS study on student test results in science and math) and Maria Teresa Tatto (director of the Teacher Education and Development study, or TEDS-M) led a collaborative team of international researchers in this study. Using the results of more than 2,500 surveys, the authors examine the differential contribution of the six countries’ teacher-education models to the knowledge, skills, and dispositions of their future mathematics teachers. Case studies and detailed analyses of the teacher education curriculum across the participating countries provide rich contextual information to explain the survey findings. This study is the first to examine the resource allocation and economic support in teacher education vis-à-vis other mathematics-related professions, and it shows that differential investment patterns are consistent with the level of teaching knowledge found in each country’s new teachers. The book includes a chapter on policy implications, with a special focus on teacher preparation in the United States.

Author: Beth McCord Kobett
Publisher: Corwin Press
ISBN: 1544374925
Category : Education
Languages : en
Pages : 189

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Book Description
"This book is a game changer! Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K- 6 goes beyond simply providing information by sharing a pathway for changing practice. . . Focusing on our students’ strengths should be routine and can be lost in the day-to-day teaching demands. A teacher using these approaches can change the trajectory of students’ lives forever. All teachers need this resource! Connie S. Schrock Emporia State University National Council of Supervisors of Mathematics President, 2017-2019 NEW COVID RESOURCES ADDED: A Parent’s Toolkit to Strengths-Based Learning in Math is now available on the book’s companion website to support families engaged in math learning at home. This toolkit provides a variety of home-based activities and games for families to engage in together. Your game plan for unlocking mathematics by focusing on students’ strengths. We often evaluate student thinking and their work from a deficit point of view, particularly in mathematics, where many teachers have been taught that their role is to diagnose and eradicate students’ misconceptions. But what if instead of focusing on what students don’t know or haven’t mastered, we identify their mathematical strengths and build next instructional steps on students’ points of power? Beth McCord Kobett and Karen S. Karp answer this question and others by highlighting five key teaching turnarounds for improving students’ mathematics learning: identify teaching strengths, discover and leverage students’ strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community and at home. Each chapter provides opportunities to stop and consider current practice, reflect, and transfer practice while also sharing · Downloadable resources, activities, and tools · Examples of student work within Grades K–6 · Real teachers’ notes and reflections for discussion It’s time to turn around our approach to mathematics instruction, end deficit thinking, and nurture each student’s mathematical strengths by emphasizing what makes them each unique and powerful.

Author: Kathryn B. Chval
Publisher: Corwin Press
ISBN: 1071810839
Category : Education
Languages : en
Pages : 317

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Book Description
Using strengths-based approaches to support development in mathematics It’s time to re-imagine what’s possible and celebrate the brilliance multilingual learners bring to today’s classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners—historically called English Language Learners—are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor. Based on best practices and the authors’ years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find: • A focus on multilingual students as leaders • A strength-based approach that draws on students’ life experiences and cultural backgrounds • An emphasis on maintaining high expectations for learners’ capacity for mastering rigorous content • Strategies for representing concepts in different formats • Stop and Think questions throughout and reflection questions at the end of each chapter • Try It! Implementation activities, student work examples, and classroom transcripts With case studies and activities that provide a solid foundation for teachers’ growth and exploration, this groundbreaking book will help teachers and teacher educators engage in meaningful, humanized mathematics instruction.

Author: National Council of Teachers of Mathematics
Publisher: National Council of Teachers of Mathematics, Incorporated
ISBN: 9780873537742
Category : Curriculum planning
Languages : en
Pages : 139

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Book Description
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.

Author: John J. SanGiovanni
Publisher: Corwin Press
ISBN: 1071861220
Category : Education
Languages : en
Pages : 233

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Book Description
Your guide to grow and learn as a math teacher! Let’s face it, teaching elementary math can be hard. So much about how we teach math today may look and feel different from how we learned it. Today, we recognize placing the student at the center of their learning increases engagement, motivation, and academic achievement soars. Teaching math in a student-centered way changes the role of the teacher from one who traditionally “delivers knowledge” to one who fosters thinking. Most importantly, we must ensure our practice gives each and every student the opportunity to learn, grow, and achieve at high levels, while providing opportunities to develop their agency and authority in the classroom which results in a positive math identity. Whether you are a brand new teacher or a veteran, if you find teaching math to be quite the challenge, this is the guide you want by your side. Designed for just-in-time learning and support, this practical resource gives you brief, actionable answers to your most pressing questions about teaching elementary math. Written by four experienced math educators representing diverse experiences, these authors offer the practical advice they wish they received years ago, from lessons they′ve learned over decades of practice, research, coaching, and through collaborating with teams, teachers and colleagues—especially new teachers—every day. Questions and answers are organized into five areas of effort that will help you most thrive in your elementary math classroom: 1. How do I build a positive math community? 2. How do I structure, organize, and manage my math class? 3. How do I engage my students in math? 4. How do I help my students talk about math? 5. How do I know what my students know and move them forward? Woven throughout, you′ll find helpful sidebar notes on fostering identity and agency; access and equity; teaching in different settings; and invaluable resources for deeper learning. The final question—Where do I go from here?— offers guidance for growing your practice over time. Strive to become the best math educator you can be; your students are counting on it! What will be your first step on the journey?