"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:
- Increase their content and pedagogical knowledge
- Better understand and access mathematics research
- Translate standards to the classroom in a conscious, scholarly way
- Learn to recognize and address learning difficulties
- Increase opportunities for all students to achieve mathematical literacy
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.
|What Is Curriculum Topic Study?|
|Why Study a Curriculum Topic?|
|Why Focus on Topics?|
|The Underlying Knowledge and Research Base|
|The Origin of Curriculum Topic Study: From Science to Mathematics|
|Research on Readers' Interaction With Text|
|Mathematics Teachers and Teaching|
|The Teacher Professional Continuum|
|The CTS Guide|
|Common Resources for Study and Reflection|
|The CTS Learning Cycle: Inquiry, Study, and Reflection|
|Using CTS Alone or With a Group|
|CTS and Mathematics Content Knowledge|
|CTS and Curriculum|
|CTS and Instruction|
|CTS and Assessment|
|CTS and Preservice and Novice Teacher Support|
|CTS and Leadership Development|
|CTS and Professional Development|
|Vignette 1: A Team of Primary Teachers Uses CTS to Clarify Disctric Curriculum Goals for Addition and Subtraction Concepts|
|Vignette 2: A High School Teacher Uses CTS to Guide Implementation of a Unit on Functions|
|Vignette 3: A Department Chair Uses CTS to Help Guide a Discussion on Quadratic Factoring|
|Vignette 4: A Multi-Grade Elementary Team Uses CTS to Examine Alignment of Curriculum, Instruction, and Assessment|
|Vignette 5: A Middle School Teacher Uses CTS to Understand Concepts of Surface Area and Volume|
|Viggette 6: A Team of Middle and High School Teachers Uses CTS to Identify Goals for Learning About Decimals, Fractions, and Percents|
|Vignette 7: An Intermediate Teacher Uses CTS to Prepare for a Unit on Probability|
|Vignette 8: Teachers Use CTS to Analyze Student Thinking on Area Measurement|
|Vignette 9: A Teacher Leader Uses CTS to Prepare for a Professional Development Session on Proportionality|
|Organization of CTS Guides|
|Description of CTS Categories|