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Using research to improve instruction / Karen Karp, volume editor ; Amy Roth McDuffie, series editor.

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Bibliographic Details
Other Authors: Karp, Karen S. (Editor), McDuffie, Amy Roth (Editor)
Format: Book
Language:English
Published: Reston, VA : National Council of Teachers of Mathematics, 2014.
Series:Annual perspectives in mathematics education ; 2014.
Subjects:
Mathematics > Study and teaching.
Table of Contents:
  • Part I. Change
  • 1. Transitioning to common mathematics standards: computational fluency in the K-5 curriculum / Dawn Teuscher, Barbara J. Reys, Shannon Dingman, and Amanda Thomas
  • 2. Implementing a new national curriculum: a Japanese public school's two-year lesson-study project / Akihiko Takahashi and Thomas McDougal
  • 3. Learning trajectories for interpreting the K-8 Common Core Standards with a middle-grades statistics example / Alan P. Maloney, Jere Confrey, Dicky Ng, and Jennifer Nickell
  • 4. Allowing students to take the lead in mathematical investigations / Lisa B. Warner, Roberta Y. Schorr, and Steven J. Warner
  • 5. The effect of instruction on developing autonomous learners in a college statistics class / Hope Marchionda, Summer Bateiha, and Melanie Autin
  • 6. Flipped classrooms and task engagement: beyond portable lectures / Jeremy F. Strayer and Brandon R. Hanson
  • Part II. Problem solving
  • 7. Creating a classroom culture that encourages students to persist on cognitively demanding tasks / Doug Clarke, Anne Roche, Peter Sullivan, and Jill Cheeseman
  • 8. Developing strategic competence by teaching using the Common Core mathematical practices / Jennifer M. Suh and Padmanabhan Seshaiyer
  • 9. Increasing access to mathematics through locally relevant curriculum / Janine T. Remillard, Caroline B. Ebby, Vivian Lim, Luke T. Reinke, Nina Hoe, and Emily Magee
  • 10. Using rich tasks to promote discourse / Denise A. Spangler, JiSun Kim, Dionne Cross, Hulya Kilic, F. Asli Iscimen, and Diana Swanagan
  • Part III. Reasoning, explaining, and discourse
  • 11. Supporting writing with the student mathematician discourse framework / Tutita M. Casa
  • 12. Situating expansions of students' explanations in discourse contexts / Jeffrey Choppin
  • 13. Multimodal communication: promoting and revealing students' mathematical thinking / Gwendolyn Moffett, Kristen Malzahn, and Mark Driscoll
  • 14. Teacher discourse moves: supporting productive and powerful discourse / Michelle Cirillo, Michael D. Steele, Samuel Otten, Beth A. Herbel-Eisenmann, Kathleen McAneny, and Jamila Q. Riser
  • 15. Promoting mathematical reasoning through critiquing student work / Catherine Bénéteau, Sarah K. Bleiler, and Denisse R. Thompson
  • Part IV. Seeing structure and generalizing
  • 16. Using classroom evidence to inform and improve teaching / Christine M. Phelps, Felice S. Shore, and Sandy M. Spitzer
  • 17. Exploring functions in elementary school: leveraging the representational context / Darrell Earnest
  • 18. Research-based modifications of elementary school tasks for use in teacher preparation / Jennifer M. Tobias, Dana Olanoff, Amy F. Hillen, Rachael M. Welder, Ziv Feldman, and Eva Thanheiser
  • 19. Increasing proficiency levels of mathematical practices / Janet Hart Frost and Jacqueline Coomes
  • Part V. Assessment for teaching and learning
  • 20. Mathematical practices: small changes in assessments = big benefits / Patricia D. Hunsader, Denisse R. Thompson, and Barbara Zorin
  • 21. Student mathematicians developed through formative assessment cycles / Nicole Rigelman and Kellie Petrick
  • 22. Using research to inform formative assessment techniques / Michelle Stephan, George McManus, and Robin Dehlinger
  • 23. Making mathematical errors springboards for learning / Wendy S. Bray and Rossella Santagata
  • 24. Embedded field experiences as professional apprenticeships / Thomas E. Hodges and Heidi Mills.

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