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

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."
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."
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: 9781412926447
  • Publisher: SAGE Publications
  • Publication date: 4/5/2006
  • Edition description: New Edition
  • Pages: 256
  • Sales rank: 1,013,650
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.60 (d)

Meet the Author

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.

Page Keeley is the senior science program director at the Maine Mathematics and Science Alliance (MMSA). She directs projects in the areas of leadership, professional development, standards and research on learning, formative assessment, and mentoring and coaching, and consults with school districts and organizations nationally. She has been the principal investigator on three NSF-funded projects: the Northern New England Co-Mentoring Network, a school-based mentoring program that supported science and mathematics professional learning communities for middle and high school mentors and new teachers; Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research; and PRISMS- Phenomena and Representations for Instruction of Science in Middle School, a National Digital Library collection of Web resources aligned to standards and reviewed for instructional quality. In addition she is a co-PI on two statewide projects: Science Content, Conceptual Change, and Collaboration (SC4), a state MSP focused on conceptual change teaching in the physical sciences for K–8 teachers and a National Semi Conductor Foundation grant on Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley is the author of ten nationally published books, including four books in the Curriculum Topic Study series (Corwin Press), four volumes in the Uncovering Student Ideas in Science: 25 Formative Assessment Probes series (NSTA Press), Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Corwin and NSTA Press), and Mathematics Formative Assessment: 50 Practical Strategies for Linking Assessment, Instruction, and Learning (in press).

Keeley taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level. She received the Presidential Award for excellence in Secondary Science Teaching in 1992 and the Milken National Educator Award in 1993. She has served as an adjunct instructor at the University of Maine, is a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, served as a science literacy leader for the AAAS/Project 2061 Professional Development Program, and has served on several national advisory boards. She is a frequent speaker at national conferences and served as the 63rd President of the National Science Teachers Association (NSTA) for the 2008-09 term.

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Table of Contents

List of Curriculum Topic Study Guides Foreword, by Joan Ferrini-Mundy Preface About the Authors
1. Introduction to Curriculum Topic Study What Is Curriculum Topic Study?
Why Study a Curriculum Topic?
Why Focus on Topics?
The Underlying Knowledge and Research Base The Origin of Curriculum Topic Study: From Science to Mathematics Research on Readers' Interaction With Text Mathematics Teachers and Teaching The Teacher Professional Continuum
2. Examining the Components of a Curriculum Topic Study The CTS Guide Common Resources for Study and Reflection
3. Engaging in Curriculum Topic Study Getting Started The CTS Learning Cycle: Inquiry, Study, and Reflection Using CTS Alone or With a Group
4. Contexts for Using Curriculum Topic Study CTS and Mathematics Content Knowledge CTS and Curriculum CTS and Instruction CTS and Assessment CTS and Preservice and Novice Teacher Support CTS and Leadership Development CTS and Professional Development
5. Images From Practice: Curriculum Topic Study (CTS) Vignettes Vignette 1: A Team of Primary Teachers Uses CTS to Clarify Disctric Curriculum Goals for Addition and Subtraction Concepts Vignette 2: A High School Teacher Uses CTS to Guide Implementation of a Unit on Functions Vignette 3: A Department Chair Uses CTS to Help Guide a Discussion on Quadratic Factoring Vignette 4: A Multi-Grade Elementary Team Uses CTS to Examine Alignment of Curriculum, Instruction, and Assessment Vignette 5: A Middle School Teacher Uses CTS to Understand Concepts of Surface Area and Volume Viggette 6: A Team of Middle and High School Teachers Uses CTS to Identify Goals for Learning About Decimals, Fractions, and Percents Vignette 7: An Intermediate Teacher Uses CTS to Prepare for a Unit on Probability Vignette 8: Teachers Use CTS to Analyze Student Thinking on Area Measurement Vignette 9: A Teacher Leader Uses CTS to Prepare for a Professional Development Session on Proportionality
6.Curriculum Topic Study Guides Organization of CTS Guides Description of CTS Categories Reasource A: Additional Resources to Support Curriculum Topic Study Reaource B: Worksheets for Curriculum Topic Study References Index

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