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

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Overview

The Curriculum Topic Study (CTS) process provides a professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment.

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Editorial Reviews

Katherine E. Stiles
"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. The CTS process is collegial and scholarly, and truly does bridge the gap between what we know and what we do as educators. "
Rhonda Naylor
"Mathematics Curriculum Topic Study supports continual professional growth of both content and pedagogical knowledge. The CTS Guides will help teachers focus on the appropriate research. What a time saver this is! "
Cathy Carroll
"Keeley and Rose provide a tool for educators to bring research to bear in practice in a way that supports teacher development of content knowledge, which, in turn, will increase student achievement. "
Joan Ferrini-Mundy
"The book accomplishes the dual purposes of providing thoughtful and careful interpretation and expansion of standards as well as providing a concrete knowledge, interact with local standards, examine coherence, consider learning issues, and improve pedagogy and assessment seems ideal for the contemporary educational environment. "
Mathematics Teaching in the Middle School
"Provides a framework where educators are encouraged to 'help themselves' by engaging in a cycle of 'inquiry, study, and reflection' to inform their decision making where 'practice' decisions are concerned. For those charged with designing curriculum, there is much of value to consider. "
Mathematics Teacher
"This book is based on the premise that the mathematics educator is a professional who actively pursues his or her own learning in mathematics and mathematics education. An excellent resource for self-study and the professional development of teachers. "
From the Foreword by Joan Ferrini-Mundy
"The book accomplishes the dual purposes of providing thoughtful and careful interpretation and expansion of standards as well as providing a concrete knowledge, interact with local standards, examine coherence, consider learning issues, and improve pedagogy and assessment seems ideal for the contemporary educational environment. "
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Product Details

  • ISBN-13: 9781412926430
  • Publisher: Corwin Press
  • Publication date: 4/5/2006
  • Pages: 256
  • Product dimensions: 8.60 (w) x 11.10 (h) x 0.80 (d)

Meet the Author

Consulting Description

Northern New England Co-Mentoring Network, PRISMS: Phenomena and Representations for Instruction of Science in Middle School, and Curriculum Topic Study: A Systematic Approach to Utilizing National Standards and Cognitive Research. In addition to NSF projects, she has directed state MSP projects including TIES K-12: Teachers Integrating Engineering into Science K-12 and a National Semi-Conductor Foundation grant, Linking Science, Inquiry, and Language Literacy (L-SILL). She also founded and directed the Maine Governor’s Academy for Science and Mathematics Education Leadership, a replication of the National Academy for Science Education Leadership of which she is a Fellow.

Page is the author of 14 national bestselling books, including four books in the Curriculum Topic Study series, 8 volumes in the Uncovering Student Ideas in Science series, and a science and a mathematics version of Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. She has also authored over 30 journal articles and is a regular contributor to a formative assessment column in Science and Children. Currently she provides consulting services to school districts and organizations throughout the U.S. on building teachers’ and school districts’ capacity to use diagnostic and formative assessment and teaching for conceptual understanding. She is a frequent invited speaker on formative assessment in science and mathematics and conceptual change.

Page taught middle and high school science for 15 years before leaving the classroom in 1996. At that time she was an active teacher leader at the state and national level. She served two terms as President of the Maine Science Teachers Association and District II Director of the National Science Teachers Association (NSTA). She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken National Distinguished Educator Award in 1993, the AT&T Maine Governor’s Fellow in 1994, the National Staff Development Council’s (now Learning Forward) Susan Loucks-Horsley Award for Leadership in Science and Mathematics Professional Development in 2009, and the National Science Education Leadership Association’s (NSELA) Outstanding Leadership in Science Education Award in 2013. She has served as an adjunct instructor at the University of Maine, was a science literacy leader for the AAAS/Project 2061 Professional Development Program, and currently serves on several national advisory boards. She is a science education delegation leader for the People to People Citizen Ambassador Professional Programs, leading the South Africa trip in 2009, China in 2010, and India in 2011.

Prior to teaching, she was a research assistant in immunology at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences from the University of New Hampshire and a Master in Science Education from the University of Maine. In 2008 Page was elected the 63rd President of NSTA.

Cheryl Rose Tobey is a Senior Mathematics Associate at EDC. She is the implementation director for the Pathways to Mathematics Achievement Study and a mathematics specialist for the NSF-funded Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD) projects. She also serves as a project director for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development.

Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co-principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa State Mathematics and Science
Partnership projects. Prior to working on these projects, Tobey was the co-principal investigator and project director for MMSA’s NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of four published Corwin books, including three books in the Uncovering Student Thinking Series and Mathematics Curriculum Topic Study: Bridging the Gap Between Standards and Practice. Before joining MMSA
in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for 10 years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle.

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Table of Contents

1 Introduction to curriculum topic study 1
2 Examining the components of a curriculum topic study guide 21
3 Engaging in curriculum topic study 31
4 Contexts for using curriculum topic study 53
5 Images from practice : curriculum topic study (CTS) vignettes 93
6 Curriculum topic study guides 109
Resource A : additional resources to support curriculum topic study 209
Resource B : worksheets for curriculum topic study 213
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