|Page Keeley||Maine Mathematics and Science Alliance|
|Cheryl M. Rose||Education Development Center, Newton, MA|
Foreword by Joan Ferrini-Mundy
|© 2006||256 pages||8.5" x 11"|
|Paperback||ISBN:||9781412926447||$41.95||Add to Cart|
|Hardcover||ISBN:||9781412926430||$90.95||Add to Cart|
|Complimentary Review Copy||Request Review Copy|
"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. "
-Katherine E. Stiles, Senior Program Associate, WestEd
"This resource supports continual professional growth of both content and pedagogical knowledge and will help teachers focus on the appropriate research. What a time saver this is!"
-Rhonda Naylor, National Board Certified Mathematics Teacher Campus Middle School, Englewood, CO
Attain the tools to plan and incorporate standards-based instruction that positively impacts student achievement!
Becoming an accomplished mathematics teacher requires not only a thorough understanding of content, but also a familiarity with mathematics standards and research. However, a strategy for translating standards and research into instructional practice has been lacking since the advent of standards-based education reform.
Mathematics Curriculum Topic Study provides a systematic professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment. Developed by authors Page Keeley and Cheryl M. Rose of the Maine Mathematics and Science Alliance, the NSF-funded Curriculum Topic Study (CTS) process can help educators align their practice with research-based concepts and skills required in local, state, and national standards. Successfully field-tested with hundreds of teachers, mathematics coordinators, and staff developers, this book contains 92 ready-to-use CTS guides arranged in seven categories that are aligned with NCTM content and process standards.
Designed to work in a variety of contexts, the CTS process will help teachers:
An essential investment toward improving student achievement in mathematics for K-12 teachers, staff developers, directors of curriculum, department chairs and math educators, this innovative resource is also appropriate for preservice teachers and preservice higher education faculty.