A school-wide solution for students’ mathematics success! Do you sometimes start to teach a mathematics concept and feel like you’re staring at a sea of bewildered faces? What happens when you discover students previously learned a calculation trick or a mnemonic that has muddied their long-term understanding? When "rules" seem to change from year to year, teacher to teacher, or school to school, mathematics can seem like a disconnected mystery for students. Clear up the confusion with a Mathematics Whole-School Agreement! Expanded from the highly popular "Rules that Expire" series of NCTM articles, this essential guide leads educators through the collaborative step-by-step process of establishing a coherent and consistent learner-centered and equitable approach to mathematics instruction. Through this work, you will identify, streamline, and become passionate about using clear and consistent mathematical language, notations, representations, rules, and generalizations within and across classrooms and grades. Importantly, you’ll learn to avoid "rules that expire"—tricks that may seem to help students in one grade but hurt in the long run. Features of this book include ·         Abundant grade-specific examples ·         Effective working plans for sustainability ·         Barrier-busting tips, to-dos, and try-it-outs ·         Practical templates and checklists ·         PLC prompts and discussion points   When teachers unite across grades, students hit the ground running every year. Take the next step together as a team and help all your students build on existing understanding to find new success and most importantly, love learning and doing mathematics!
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Foreword by Matthew R. Larson, and Robert Q. Berry III About the Authors Acknowledgements Preface Chapter 1: Jumping on Board: What is the Mathematics Whole School Agreement? Chapter 2: Watching What We Say! Using Correct and Consistent Language Chapter 3: Symbol Sense is Foundational: Noting the Importance of Precise Notation Chapter 4: Mental Images that Last: Cohesive and Consistent Representations Chapter 5: Why was I Taught That? Evaluating Rules that Expire Chapter 6: Building Generalizations: Developing Instructional Strategies the MWSA Way Chapter 7: Embodying the MWSA in Every Lesson: No Teaching by Telling! Chapter 8: Getting to the Nitty Gritty: Building and Enacting the MWSA Chapter 9: Sharing Successes from the Field: MWSA Heroes Tell their Stories! References Index
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"If you have anything to do with transforming mathematics teaching and learning at your school, then stop everything right now and read this book. Karp, Dougherty, and Bush’s The Math Pact strategically navigates the complex topic of creating and cultivating cohesive mathematics instruction by introducing readers to their Mathematics Whole School Agreement and specific elements that ensure schoolwide success. Building on the authors’ renowned Rules That Expire work, this book takes readers through the essential components of best practices of mathematics teaching. This should be a required read for any mathematics leadership program."
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Produktdetaljer

ISBN
9781544399485
Publisert
2020-10-28
Utgiver
Vendor
Corwin Press Inc
Vekt
400 gr
Høyde
254 mm
Bredde
177 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
208

Biographical note

Karen S. Karp is a professor in the School of Education at Johns Hopkins University. Previously, she was a professor of mathematics education in the Department of Early and Elementary Childhood Education at the University of Louisville, where she received the President’s Distinguished Teaching Award and the Distinguished Service Award for a Career of Service. She is a former member of the board of directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators (AMTE). She is a member of the author panel for the What Works Clearinghouse Practice Guide on assisting elementary school students who have difficulty learning mathematics for the U.S. Department of Education Institute of Educational Sciences. She is the author or coauthor of approximately 20 book chapters, 50 articles, and 30 books, including Elementary and Middle School Mathematics: Teaching Developmentally, Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics, and Inspiring Girls to Think Mathematically. She holds teaching certifications in elementary education, secondary mathematics, and K–12 special education. Barbara J. Dougherty is the past director of the Curriculum Research & Development Group and a professor in the College of Education at the University of Hawai‘i at Mãnoa. She is a former member of the board of directors of the National Council of Teachers of Mathematics and is the co-chair of the Mathematics/Special Education Workgroup, a partnership between the NCTM and the Council for Exceptional Children. She served on the author panel for the What Works Clearinghouse Practice Guide on assisting elementary school students who have difficulty learning mathematics for the U.S. Department of Education Institute of Education Sciences. She is the author or coauthor of approximately 22 book chapters, 29 articles, and 36 books, including MPower: A Pathway to Understanding Algebra. Her research, funded by more than $11.5 million in grants, emphasizes supporting students who struggle in middle and high school, with a focus on algebra. She holds teaching certifications in middle and high school mathematics and K–12 special education.  Dr. Sarah B. Bush, a former middle school mathematics teacher, is a Professor of K–12 STEM Education and the Lockheed Martin Eminent Scholar Chair at the University of Central Florida. At the University of Central Florida, she is the Director of the Lockheed Martin/ UCF Mathematics and Science Academy and is the program coordinator of the Mathematics Education PhD track. She teaches primarily graduate courses in mathematics education. She is a prolific writer who has authored 12 books and more than 100 journal articles and book chapters. Dr. Bush recently completed a term (2019–2022) as a member of the National Council of Teachers of Mathematics Board of Directors. She served as the lead writer and task force chair for NCTM’s Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations. Dr. Bush was the recipient of the 2021 School Science and Mathematics Association (SSMA) Award for Excellence in Integrating Science and Mathematics and 2018 recipient of the Association of Mathematics Teacher Educators (AMTE) Early Career Award. Dr. Bush seamlessly integrates her practical experience as a middle school mathematics teacher in public schools with her innovative scholarship to serve as an instructional leader in the field of mathematics education and STE(A)M education.