Using Research to Improve Instruction
Series: Annual perspectives in mathematics education ; 2014
Publisher: National Council of Teachers of Mathematics
Published: 2014
Place of publication: Reston, VA
Language: eng
Format: Paperback
Number of pages: 260
ISBN-13: 9780873537612
Description: This book is about improving Mathematics instruction for all students through research-based approaches. Research has long been recognized as a key component to building effective mathematics education for all grades. This 2014 issue ofAnnual Perspectives in Mathematics Education (APME)focuses on the core of NCTM's mission since its inception: supporting teachers to improve instruction through research-based approaches. The 24 chapters, written by leading mathematics educators and researchers, are grouped into five topic areas: Change; Problem Solving; Reasoning, Explaining, and Discourse; Seeing Structure and Generalizing; and Assessment for Teaching and Learning. These five sections feature a wide range of subjects and approaches that include: how to create a classroom culture that encourages students to be persistent; strategies for building on students' explanations in ways that invite them into discussions; methods for improving proficiency with the Common Core Standards for Mathematical Practices; ways to develop student mathematicians through formative assessment cycles; a framework for turning mathematical errors into springboards for learning. The results of the research presented here are exciting and provocative, and this inaugural issue of APME is sure to make an important contribution to supporting the teaching and learning of mathematics at all levels. Chapters include descriptions of the research projects, classroom examples, research observations, lesson plan development, and proven strategies that teachers can apply to the classroom. - Publisher.
Table of contents: title: Part I : Change.; title: 1. Transitioning to common mathematics standards: computational fluency in the K-5 curriculum / Dawn Teuscher, Barbara J. Reys, Shannon Dingman, and Amanda Thomas; title: 2. Implementing a new national curriculum: a Japanese public school's two-year lesson-study project / Akihiko Takahashi and Thomas McDougal; title: 3. Learning trajectories for interpreting the K-8 Common Core State Standards with a middle-grades statistics example / Alan P. Maloney, Jere Confrey, Dicky Ng, and Jennifer Nickell; title: 4. Allowing students to take the lead in mathematical investigations / Lisa B. Warner, Roberta Y. Schorr, and Steven J. Warner; title: 5. The effect of instruction on developing autonomous learners in a college statistics class / Hope Marchionda, Summer Bateiha, and Melanie Autin; title: 6. Flipped classrooms and task engagement: beyond portable lectures / Jeremy F. Strayer and Brandon R. Hanson; title: Part II : Problem solving.; title: 7. Creating a classroom culture that encourages students to persist on cognitively demanding tasks / Doug Clarke, Anne Roche, Peter Sullivan, and Jill Cheeseman; title: 8. Developing strategic competence by teaching using the Common Core mathematical practices / Jennifer M. Suh and Padmanabhan Seshaiyer; title: 9. Increasing access to mathematics through locally relevant curriculum / Janine T. Remillard, Caroline B. Ebby, Vivian Lim, Luke T. Reinke, Nina Hoe, and Emily Magee; title: 10. Using rich tasks to promote discourse / Denise A. Spangler, JiSun Kim, Dionne Cross, Hulya Kilic, F. Asli Iscimen, and Diana Swanagan; title: Part III : Reasoning, explaining, and discourse.; title: 11. Supporting writing with the student mathematician discourse framework / Tutita M. Casa; title: 12. Situating expansions of students' explanations in discourse contexts / Jeffrey Choppin; title: 13. Multimodal communication: promoting and revealing students' mathematical thinking / Gwendolyn Moffett, Kristen Malzahn, and Mark Driscoll; title: 14. Teacher discourse moves: supporting productive and powerful discourse / Michelle Cirillo, Michael D. Steele, Samuel Otten, Beth A. Herbel-Eisenmann, Kathleen McAneny, and Jamila Q. Riser; title: 15. Promoting mathematical reasoning through critiquing student work / Catherine Bénéteau, Sarah K. Bleiler, and Denisse R. Thompson; title: Part IV : Seeing structure and generalizing.; title: 16. Using classroom evidence to inform and improve teaching / Christine M. Phelps, Felice S. Shore, and Sandy M. Spitzer; title: 17. Exploring functions in elementary school: leveraging the representational context / Darrell Earnest; title: 18. Research-based modifications of elementary school tasks for use in teacher preparation / Jennifer M. Tobias, Dana Olanoff, Amy F. Hillen, Rachael M. Welder, Ziv Feldman, and Eva Thanheiser; title: 19. Increasing proficiency levels of mathematical practices / Janet Hart Frost and Jacqueline Coomes; title: Part V : Assessment for teaching and learning.; title: 20. Mathematical practices: small changes in assessments = big benefits / Patricia D. Hunsader, Denisse R. Thompson, and Barbara Zorin; title: 21. Student mathematicians developed through formative assessment cycles / Nicole Rigelman and Kellie Petrick; title: 22. Using research to inform formative assessment techniques / Michelle Stephan, George McManus, and Robin Dehlinger; title: 23. Making mathematical errors springboards for learning / Wendy S. Bray and Rossella Santagata; title: 24. Embedded field experiences as professional apprenticeships / Thomas E. Hodges and Heidi Mills