Book•
Elementary and Middle School Mathematics: Teaching Developmentally
01 Jan 2010-
TL;DR: Section I Teaching Mathematics: Foundations and Perspectives teaches Mathematics in the Era of the NCTM Standards chapter 1 exploring What It Means to Do Mathematics and developing Understanding in Mathematics.
Abstract: Section I Teaching Mathematics: Foundations and Perspectives chapter 1 Teaching Mathematics in the Era of the NCTM Standards chapter 2 Exploring What It Means to Do Mathematics chapter 3 Developing Understanding in Mathematics chapter 4 Teaching Through Problem Solving chapter 5 Planning in the Problem-Based Classroom chapter 6 Building Assessment into Instruction chapter 7 Teaching Mathematics Equitably to All Children chapter 8 Technology and School Mathematics Section II Development of Mathematical Concepts and Procedures chapter 9 Developing Early Number Concepts and Number Sense chapter 10 Developing Meanings for the Operations chapter 11 Helping Children Master the Basic Facts chapter 12 Whole-Number Place-Value Development chapter 13 Strategies for Whole-Number Computation chapter 14 Computational Estimation with Whole Numbers chapter 15 Algebraic Thinking: Generalizations, Patterns, and Functions chapter 16 Developing Fraction Concepts chapter 17 Computation with Fractions chapter 18 Decimal and Percent Concepts and Decimal Computation chapter 19 Proportional Reasoning chapter 20 Developing Measurement Concepts chapter 21 Geometric Thinking and Geometric Concepts chapter 22 Concepts of Data Analysis chapter 23 Exploring Concepts of Probability chapter 24 Developing Concepts of Exponents, Integers, and Real Numbers appendix A Principles and Standards for School Mathematics: Content Standards and Grade Level Expectations appendix B Professional Standards for Teaching Mathematics: Teaching Standards appendix C Guide to Blackline Masters References Index
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01 Jan 2013
TL;DR: The standards were developed in a state-led process under the leadership of governors (NGA) and state superintendents (CCSSO) from 48 states who were increasingly concerned about the ability of U.S students to compete in a global economy as discussed by the authors.
Abstract: The Standards, grounded in what it takes for all students to graduate collegeand career-ready, were developed in a state-led process under the leadership of governors (NGA) and state superintendents (CCSSO) from 48 states who were increasingly concerned about the ability of U.S students to compete in a global economy. The process included the participation of state departments of education, districts, teachers, community leaders, experts in a wide array of fields, and professional organizations.
298 citations
TL;DR: In this article, the authors tested the veracity of a model of mathematics anxiety as the end-point of related self-regulatory and self-efficacy processes, and constructed a Structural Equation Model of Mathematics Anxiety was then constructed and evaluated based in the measures tested in related measurement models.
193 citations
TL;DR: In this paper, the effects of Tier 2 intervention in a multitiered model on the performance of first and second-grade students who were identified as having mathematics difficulties were examined.
Abstract: This study sought to examine the effects of Tier 2 intervention in a multitiered model on the performance of first- and second-grade students who were identified as having mathematics difficulties. A regression discontinuity design was utilized. Participants included 126 (Tier 2, n = 26) first graders and 140 (Tier 2, n = 25) second graders. Tier 2 students received 15-min intervention booster lessons for 18 weeks in early mathematics skills and concepts. Results showed a significant intervention effect for second-grade Tier 2 students on the Texas Early Mathematics Inventories—Progress Monitoring (TEMI-PM) total standard score. The effect was not significant for first-grade Tier 2 students.
183 citations
TL;DR: In this paper, the Problem-Solving Cycle (PSC) and Learning and Teaching Geometry (LTG) models are used for practice-based professional development (PD) to serve as a focal point for teachers to explore the central activities of teaching.
Abstract: This article explores how video can be used in practice-based professional development (PD) programs to serve as a focal point for teachers’ collaborative exploration of the central activities of teaching. We argue that by choosing video clips, posing substantive questions, and facilitating productive conversations, professional developers can guide teachers to examine central aspects of learning and instruction. We draw primarily from our experiences developing and studying two mathematics PD programs, the Problem-Solving Cycle (PSC) and Learning and Teaching Geometry (LTG). While both programs feature classroom video in a central role, they illustrate different approaches to practice-based PD. The PSC, an adaptive model of PD, provides a framework within which facilitators tailor activities to suit their local context. By contrast, LTG is a highly specified model of PD, which details in advance particular learning goals, design characteristics, and extensive support materials for facilitators. We propose a continuum of video use in PD from highly adaptive to highly specified and consider the affordances and constraints of different approaches exemplified by the PSC and LTG programs.
171 citations
TL;DR: A review of the intervention literature suggests at least two common approaches to developing automata for learning algebraic facts as discussed by the authors, which has been of considerable interest to special educators for decades.
Abstract: Automaticity in math facts has been of considerable interest to special educators for decades. A review of the intervention literature suggests at least two common approaches to developing automati...
156 citations