Implementing Standards-Based Mathematics Instruction: A Casebook for Professional Development / Edition 2

by Mary Kay Stein

Overview

Framework, developed by the authors and explained thoroughly in the book, offers teachers and teacher educators the means to evaluate instructional decisions, the choice of materials, and learning outcomes, and the case studies afford readers the opportunity to ground these ideas in actual classroom practice. Readers will gain insight about how to foster a challenging, cognitively rich, and exciting classroom climate that propels students toward a richer understanding of mathematics.

About the Authors:
Mary Kay Stein, Margaret Schwan Smith, Marjorie A. Henningsen, and Edward A. Silver spent nearly a decade collaborating on QUASAR, a national mathematics reform project funded by the Ford Foundation and housed at the Learning Research and Development Center. Doctors Stein, Smith, and Silver currently hold faculty positions at the University of Pittsburgh, and Henningsen is a research specialist at the Learning Research and Development Center at the University of Pittsburgh.

Product Details

ISBN-13:	2900807749578
Publication date:	04/27/2009
Pages:	208
Product dimensions:	6.00(w) x 1.25(h) x 9.00(d)

About the Author

Mary Kay Stein is Professor of Learning Sciences and Policy at the University of Pittsburgh. Margaret Schwan Smith is a Professor in the Department of Instruction and Learning in the School of Education at the University of Pittsburgh. Marjorie A. Henningsen is the Head of School at Wellspring Learning Community in Beirut, Lebanon. Edward A. Silver is the William A. Brownell Collegiate Professor of Education and Professor of Mathematics at the University of Michigan.

Table of Contents

Foreword James Hiebert ix

Acknowledgments xiii

Introduction xv

Part I The Mathematical Tasks Framework

1 Analyzing Mathematics Instructional Tasks 1

Defining Levels of Cognitive Demand of Mathematical Tasks 2

Matching Tasks with Goals for Student Learning 4

Differentiating Levels of Cognitive Demand 5

Gaining Experience in Analyzing Cognitive Demands 8

Moving Beyond Task Selection and Creation 12

2 Using Cognitively Complex Tasks in the Classroom 14

The Evolution of Tasks During a Lesson 14

Patterns of Task Setup and Implementation 17

3 Learning from Cases 23

Theoretical Considerations 23

Moving on to Considerations of One's Own Practice 25

Advantages to Guided Reflection 27

Part II The Cases

4 Introduction to the Cases 31

The Cases and Supporting Materials 31

How to Orchestrate Teacher Learning from the Cases 33

5 Linking Fractions, Decimals, and Percents Using an Area Model 37

The Case of Ron Castleman 37

Discussion Questions 46

Teaching Notes 47

Possible Solution Strategies 51

6 Multiplying Fractions with Pattern Blocks 56

The Case of Fran Gorman and Kevin Cooper 56

Discussion Questions 67

Teaching Notes 68

7 Giving Meaning to Measures of Central Tendency 72

The Case of Trina Naruda and Ursula Hernandez 73

Discussion Questions 82

Teaching Notes 82

8 Using Algebra Tiles to Multiply Monomials and Binomials 88

The Case of Monique Butler 88

Discussion Questions 96

Teaching Notes 96

9 Organizing Data 101

The Case of Nicole Clark 101

Discussion Questions 107

Teaching Notes 108

10 Solving Problems 112

The Case of Jerome Robinson 112

Discussion Questions 118

Teaching Notes 118

Possible SolutionStrategies 121

Part III Using The Cases

11 Assisting the Learning of Teachers 131

Transformative Professional Development 132

Key Professional Activities Related To Mathematical Tasks 137

Conclusion 149

12 Assisting the Learning and Professional Practice of Principals 151

Conducting Observations and Arranging for Tailored Professional Development 153

Providing Schoolwide Resources for Ongoing Teacher Development 160

Conclusion 163

References 165

Index 171

About the Authors 181

What People are Saying About This

From the Publisher

“The uncommon value of this book is found in the way it treats teaching as an object of study. It engages all teachers in studying and improving teaching. It focuses directly on the details of teaching and on the methods used to interact with students about the content.”
—From the Foreword by James Hiebert, Robert J. Barkley Professor of Education, University of Delaware

Editorial Reviews

"Readers will gain insight about how to foster a challenging classroom that propels students toward a deeper understanding of mathematics."

—Journal for Research in Mathematics Education (reviewing first edition)

From the Publisher