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"This book makes the five practices accessible for high school
mathematics teachers. Teachers will see themselves and their
classrooms throughout the book. High school mathematics departments
and teams can use this book as a framework for engaging
professional collaboration. I am particularly excited that this
book situates the five practices as ambitious and equitable
practices." Robert Q. Berry, III NCTM President 2018-2020 Samuel
Braley Gray Professor of Mathematics Education, University of
Virginia Take a deeper dive into understanding the five
practices-anticipating, monitoring, selecting, sequencing, and
connecting-for facilitating productive mathematical conversations
in your high school classrooms and learn to apply them with
confidence. This follow-up to the modern classic, 5 Practices for
Orchestrating Productive Mathematics Discussions, shows the five
practices in action in high school classrooms and empowers teachers
to be prepared for and overcome the challenges common to
orchestrating math discussions. The chapters unpack the five
practices and guide teachers to a deeper understanding of how to
use each practice effectively in an inquiry-oriented classroom.
This book will help you launch meaningful mathematical discussion
through * Key questions to set learning goals, identify high-level
tasks, anticipate student responses, and develop targeted assessing
and advancing questions that jumpstart productive discussion-before
class begins * Video excerpts from real high school classrooms that
vividly illustrate the five practices in action and include
built-in opportunities for you to consider effective ways to
monitor students' ideas, and successful approaches for selecting,
sequencing, and connecting students' ideas during instruction *
"Pause and Consider" prompts that help you reflect on an issue-and,
in some cases, draw on your own classroom experience-prior to
reading more about it * "Linking To Your Own Instruction" sections
help you implement the five practices with confidence in your own
instruction The book and companion website provide an array of
resources including planning templates, sample lesson plans,
completed monitoring tools, and mathematical tasks. Enhance your
fluency in the five practices to bring powerful discussions of
mathematical concepts to life in your classroom.
Over the past thirty years, Holt High School in central Michigan
has engaged in a quiet revolution that has transformed mathematics
teaching and learning in the district. From its roots as a rural
high school housed in a single building in the 1980s, the high
school mathematics staff has grown an innovative, meaningful high
school mathematics curriculum that sees nearly every student in the
district completing the equivalent of Precalculus. Tracking was
dropped in favor of an evolving suite of supports designed to
promote student success in unifying, rather than segregating, ways.
Mathematics classrooms in Holt are discourse-rich environments
where teachers and students explore meaningful uses for mathematics
as they reason and problem solve together. This transformation took
place and persists amidst changing professional partnerships,
shifting district demographics, increasing accountability measures
at the state and national level, and turnover in teaching staff and
district leadership. In this book, we explore the case of Holt High
School though an exploration of how the mathematics curriculum has
shifted over the past thirty years, and the conditions and supports
that have been put in place in the district to make this work
fruitful and sustainable. The story includes successes, failures,
celebrations and challenges as we chronicle Holt's high school
mathematics evolution. Guiding questions, protocols, and reflective
activities are provided for teachers and district leaders to begin
the challenging conversations in their own district that lead to
meaningful change.
Over the past thirty years, Holt High School in central Michigan
has engaged in a quiet revolution that has transformed mathematics
teaching and learning in the district. From its roots as a rural
high school housed in a single building in the 1980s, the high
school mathematics staff has grown an innovative, meaningful high
school mathematics curriculum that sees nearly every student in the
district completing the equivalent of Precalculus. Tracking was
dropped in favor of an evolving suite of supports designed to
promote student success in unifying, rather than segregating, ways.
Mathematics classrooms in Holt are discourse-rich environments
where teachers and students explore meaningful uses for mathematics
as they reason and problem solve together. This transformation took
place and persists amidst changing professional partnerships,
shifting district demographics, increasing accountability measures
at the state and national level, and turnover in teaching staff and
district leadership. In this book, we explore the case of Holt High
School though an exploration of how the mathematics curriculum has
shifted over the past thirty years, and the conditions and supports
that have been put in place in the district to make this work
fruitful and sustainable. The story includes successes, failures,
celebrations and challenges as we chronicle Holt's high school
mathematics evolution. Guiding questions, protocols, and reflective
activities are provided for teachers and district leaders to begin
the challenging conversations in their own district that lead to
meaningful change.
This book transcends all mathematical content areas with a variety
of activities for teachers that include Solving and discussing
high-level mathematical tasks Analyzing narrative cases that make
the relationship between teaching and learning salient Examining
and interpreting student work Modifying curriculum materials and
evaluating learning environments to better support students to
reason-and-prove
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Paperback
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