This book provides an overview of a body of work conducted over the past seven years related to the preparation of secondary mathematics teachers by the Mathematics Teacher Education Partnership (MTE-Partnership), a national consortium of more than 90 universities and 100 school systems. The MTE-Partnership is organized as a Networked Improvement Community (NIC), which combines the disciplined inquiry of improvement science with the power of networking to accelerate improvement by engaging a broad set of participants. The MTE-Partnership is addressing key challenges in secondary mathematics teacher preparation, including: Supporting the development of content knowledge relevant to teaching secondary mathematics; Providing effective clinical experiences to teacher candidates; Recruiting secondary mathematics teacher candidates, ensuring program completion and their subsequent retention in the field as early career teachers; Supporting overall transformation of secondary mathematics teacher preparation in alignment with these challenges; Ensuring a focus on equity and social justice in secondary mathematics teacher recruitment, preparation, and induction. This book outlines existing knowledge related to each of these key challenges, as well as the work of Research Action Clusters (RACs) formed to address the challenges. Each RAC includes participants from multiple institutions who work collaboratively to iteratively develop, test, and refine processes and products that can help programs more effectively prepare secondary mathematics teacher candidates. The book describes promising approaches to improving aspects of secondary mathematics teacher preparation developed by the RACs, including specific products that have been developed, which will inform the work of others involved in secondary mathematics teacher preparation. In addition, reflections on the use of the NIC model provides insights for others considering this research design. Particularreferences to the Standards for Preparing Teachers of Mathematics (Association of Mathematics Teacher Educators, 2017) are included throughout the book.

This book provides an overview of a body of work conducted over the past seven years related to the preparation of secondary mathematics teachers by the Mathematics Teacher Education Partnership (MTE-Partnership), a national consortium of more than 90 universities and 100 school systems. The MTE-Partnership is organized as a Networked Improvement Community (NIC), which combines the disciplined inquiry of improvement science with the power of networking to accelerate improvement by engaging a broad set of participants. The MTE-Partnership is addressing key challenges in secondary mathematics teacher preparation, including: Supporting the development of content knowledge relevant to teaching secondary mathematics; Providing effective clinical experiences to teacher candidates; Recruiting secondary mathematics teacher candidates, ensuring program completion and their subsequent retention in the field as early career teachers; Supporting overall transformation of secondary mathematics teacher preparation in alignment with these challenges; Ensuring a focus on equity and social justice in secondary mathematics teacher recruitment, preparation, and induction. This book outlines existing knowledge related to each of these key challenges, as well as the work of Research Action Clusters (RACs) formed to address the challenges. Each RAC includes participants from multiple institutions who work collaboratively to iteratively develop, test, and refine processes and products that can help programs more effectively prepare secondary mathematics teacher candidates. The book describes promising approaches to improving aspects of secondary mathematics teacher preparation developed by the RACs, including specific products that have been developed, which will inform the work of others involved in secondary mathematics teacher preparation. In addition, reflections on the use of the NIC model provides insights for others considering this research design. Particularreferences to the Standards for Preparing Teachers of Mathematics (Association of Mathematics Teacher Educators, 2017) are included throughout the book.

When it comes to math, standards-aligned is achievement-aligned... Since The Common Core Mathematics Companions for grades K-2, 3-5 and 6-8 burst on the scene, they have been lauded as the best resources for making critical math ideas easy to teach. With this brand-new volume, high school mathematics success is at your fingertips. The authors lay out the pieces of an in-depth explanation, showing the mathematical progression of each conceptual category, how standards connect within and across domains, and what teachers and students should be doing every day to foster deep learning.

This important tool for teachers and education professionals updates the messages of NCTM's previous Standards and shows how students' learning should grow across four grade bands: pre-K-2, 3-5, 6-8 and 9-12. It incorporates a clear set of principles and a sharper focus on how students' knowledge grows as shown by recent research. It also includes ways to incorporate the use of technology to make mathematics instruction relevant and effective in a technological world. The accompanying CD offers a searchable hypertext edition of Principles and Standards, which includes the full text of the printed volume along with interactive maths tools that support the vision of the Standards. The CD also contains a version of the Illuminations website, which includes hundreds of lessons, interactive tools and reviewed web sites that support Principles and Standards and the three previous Standards documents.