Mathematics Curriculum Topic Study : Bridging the Gap Between Standards and Practice.
""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 facilit...
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Full Text (via ProQuest) |
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| Format: | eBook |
| Language: | English |
| Published: |
Thousand Oaks :
SAGE Publications,
2006.
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| Subjects: |
MARC
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| 100 | 1 | |a Keeley, Page D. | |
| 245 | 1 | 0 | |a Mathematics Curriculum Topic Study : |b Bridging the Gap Between Standards and Practice. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2006. | ||
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| 505 | 0 | |a Cover -- Contents -- List of Curriculum Topic Study Guides -- Foreword -- Preface -- Overview -- Need -- Audience -- Organization -- How to Use This Book -- Acknowledgments -- About the Authors -- Chapter 1 -- Introduction to Curriculum Topic Study -- 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 -- National, State, and Local Standards -- Cognitive Research -- Effective Professional Development -- Research on Readers' Interaction with Text -- Mathematics Teachers and Teaching -- Content Knowledge -- Pedagogical Content Knowledge -- Beliefs about Teaching and Learning -- Having a Professional Knowledge Base -- The Teacher Professional Continuum -- Chapter 2 -- Examining the Components of a Curriculum Topic Study Guide -- The CTS Guide -- Sections and Outcomes -- Selected Readings -- CTS Supplementary Material -- Common Resources for Study and Reflection -- Building a Professional Collection: Experts at Your Fingertips! -- Descriptions of the Common Resources Used in CTS -- Chapter 3 -- Engaging in Curriculum Topic Study -- Getting Started -- Gathering Your Resources -- Becoming Familiar with the CTS Guides and Resources -- Defining Your Purpose and Choosing Your Outcomes -- Processing Information from CTS Sections -- Activation and Processing Strategies -- Reading the CTS Sections -- Guiding Questions for Individual Sections of a CTS Guide -- The CTS Learning Cycle: Inquiry, Study, and Reflection -- Topic Engagement -- Topic Elicitation -- Topic Exploration -- Topic Development -- Topic Synthesis -- Topic Application -- Study Reflection and Self-Assessment -- Using CTS Alone or with a Group -- Using CTS on Your Own -- Group Use of CTS -- Chapter 4 -- Contexts for Using Curriculum Topic Study. | |
| 505 | 8 | |a CTS and Mathematics Content Knowledge -- Using CTS to Identify the Knowledge Needed to Teach a Topic -- Using CTS to Examine the Structure of Conceptual Knowledge in a Topic -- CTS and Curriculum -- Curriculum Selection -- Supporting Curriculum Implementation -- CTS and Instruction -- Reviewing and Modifying Lessons -- Developing a Standards- and Research-Based Lesson -- CTS and Mathematical Inquiry -- Time for Using CTS in Instructional Planning -- CTS and Assessment -- Designing Assessment Probes -- Developing Culminating Performances -- CTS and Preservice and Novice Teacher Support -- CTS and Leadership Development -- CTS and Professional Development -- Embedding CTS in a Variety of Professional Development Strategies -- Facilitating Professional Development -- Chapter 5 -- Images from Practice: Curriculum Topic Study (CTS) Vignettes -- Vignette 1: A Team of Primary Teachers Uses CTS to Clarify District 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 -- Vignette 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 -- Chapter 6 -- Curriculum Topic Study Guides -- Organization of CTS Guides. | |
| 505 | 8 | |a Description of CTS Categories -- Numbers and Operations -- Algebra -- Geometry -- Measurement -- Data Analysis -- Integrated Topics -- Problem Solving and Processes -- Resource A: Additional Resources to Support Curriculum Topic Study -- Resource B: Worksheets for Curriculum Topic Study -- References -- Index. | |
| 520 | |a ""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. The CTS process is collegial and scholarly, and truly does bridge the gap between what we know and what we do as educators."" | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Mathematics |x Study and teaching |x Curricula |z United States. | |
| 650 | 0 | |a Mathematics teachers |x Training of |z United States. | |
| 650 | 0 | |a Teacher participation in curriculum planning |z United States. | |
| 650 | 7 | |a Mathematics |x Study and teaching |x Curricula. |2 fast |0 (OCoLC)fst01012243. | |
| 650 | 7 | |a Mathematics teachers |x Training of. |2 fast |0 (OCoLC)fst01012353. | |
| 650 | 7 | |a Teacher participation in curriculum planning. |2 fast |0 (OCoLC)fst01144222. | |
| 651 | 7 | |a United States. |2 fast |0 (OCoLC)fst01204155. | |
| 700 | 1 | |a Tobey, Cheryl Rose. | |
| 776 | 0 | 8 | |i Print version: |a Keeley, Page D. |t Mathematics Curriculum Topic Study : Bridging the Gap Between Standards and Practice. |d Thousand Oaks : SAGE Publications, ©2006 |z 9781412926447. |
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