Realizing Rigor in the Mathematics Classroom
Autor Ted H. Hull, Ruth Harbin Miles, Don S. Balkaen Limba Engleză Paperback – 28 mai 2014
- Define rigor in the context of each mathematical practice
- Identify and overcome potential issues, including differentiating instruction and using data
- Relate specific roles and goals for all stakeholders
- Use assessment tools to guide work and monitor progress
Using the Proficiency Matrix framework along with practical assessment tools, math teachers and leaders will define and achieve rigor in the context of the CCSS mathematical practices.
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Specificații
ISBN-13: 9781452299600
ISBN-10: 1452299609
Pagini: 192
Dimensiuni: 216 x 279 x 10 mm
Greutate: 0.45 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
ISBN-10: 1452299609
Pagini: 192
Dimensiuni: 216 x 279 x 10 mm
Greutate: 0.45 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
Recenzii
"This comprehensive, step-by-step guide for enhancing student thinking and reasoning through rigor is yet another major contribution to the field of mathematics education by this outstanding author trio! Hull, Balka, and Harbin Miles tackle the challenges related to rigor head-on, providing support for teachers and teacher leaders through well over a dozen new tools geared toward engaging teacher teams in the work of enhancing student thinking and reasoning through mathematical rigor."
"The value of this book is in its capacity to explain rigor in the context of teaching and learning mathematics. The authors have succeeded in presenting the case for rigor by developing definitions and tools that can be used to find evidence of student learning including a deep understanding of mathematics as well as the ability to transfer learning into new and challenging situations."
"The value of this book is in its capacity to explain rigor in the context of teaching and learning mathematics. The authors have succeeded in presenting the case for rigor by developing definitions and tools that can be used to find evidence of student learning including a deep understanding of mathematics as well as the ability to transfer learning into new and challenging situations."
Cuprins
Foreword by Suzanne Mitchell
Introduction
CCSS Content and Practice: Opportunity for Rigor
A Clue to Rigor
Outline of the Book
How to Use This Book
Part I. The Foundation
1. Understanding and Meeting the Challenge of Rigor
National Assessments
Teacher Evaluation
Learning Shifts
Meeting the Challenges
Looking at Assessments
Rigor as a Common Factor
2. Defining and Instituting Rigor
Searching for Evidence
Dictionary and Thesaurus
Professional Opinions
Indicators of Rigor
Drawing Conclusions
Decision Point
Contrasting Example Lessons
Problem Analysis
Transforming Classrooms to Support Rigor
Having Productive Conversations
3. Building Team Leadership to Support Rigor
Role of a Steering Committee
Role of a Leadership Team
Role of the Principal
Developing Learning Communities
A Principal's Story
Having Productive Conversations
4. Rigor and the Standards for Practice
Rigor and Practices
A Principal's Story
Having Productive Conversations
5. Rigor Related to Classroom Formative Assessment
Assessment Types
Classroom Formative Assessment
Refining Formative Assessment
Classroom Formative Assessment
Formative Assessment and Intervention
Current Learning
Effective Intervention
Instructional Research
Synergy
A Principal's Story
Having Productive Conversations
6. Rigor and the Proficiency Matrix
Organization
Progress Toward Rigor
Strategy Relationship in the Matrix
Classroom Formative Assessment and the Matrix
Ms. Edward's Classroom
A Principal's Story
Having Productive Conversations
Part II. Issues and Obstacles
7. Issues to Resolve
Issue: Teaching the Identified Content
Issue: Deepening Mathematical Understandings
Issue: Reaching All Students
8. Obstacles to Success
Obstacle: Working in Isolation
Obstacle: Attempting to Evaluate People to Change
Obstacle: Failing to Monitor Student Actions
Obstacle: Over Adoption
Obstacle: Mistaken Efforts
Understanding MAAT
Having Productive Conversations
Part III. Solutions
9. Solution Step One: Monitoring Student Actions Related to the Practices
Opening Classroom Doors
Non-Evaluative Monitoring
Starting With Students
Teacher Self-Assessment of Student Actions
Scenario
Having Productive Conversations
10. Solution Step Two: Using Classroom Visit Data-Assessment of Student Actions
Conducting Productive Conversations
Understanding Change Process
Levels of Adoption
Intervention as Support
Building a Critical Mass
Changing the Culture
Connecting Actions Chart
Having Productive Conversations
11. Solution Step Three: Monitoring Teacher Actions Related to the Practices
Using the Classroom Visit Tally - Teachers
Conversations About the Data
Working on Individual Needs
Mathematics Collaborative Log
Teacher Planning Guide
Having Productive Conversations
12. Solution Step Four: Gathering and Using Additional Data
Assessments Collectively
Specified Classroom Visits
Validity Visits
Reverse Visits
Teacher Requested Visits
Supporting Teachers' Change Efforts
Adoption Stages
Documenting Progress
Completing the Form
Having Productive Conversations
13. Solution Step Five: Maintaining Progress Toward Rigor
Background
Relating Mathematical Rigor and the Practices
Inferences from the Standards for Mathematical Practices
Rigor as an Outcome
Categories
Rigor Analysis Form
Explanation
Directions
Guiding the Work
Input and Outcomes
Having Productive Conversations
Part IV. Inputs and Outcomes
14. Teaching for Rigor
Inputs
Outcomes
Teaching for Progress in Rigor
Having Productive Conversations
15. Coaching for Rigor
Inputs
Outcomes
Coaching for Progress in Rigor
Having Productive Conversations
16. Leading for Rigor
Inputs
Outcomes
Leading for Progress in Rigor
Having Productive Conversations
Part V. Momentum
17. Linking Responsibilities - Assessing Progress
Professional Trust
Professional Conversations
Supporting Teacher Change
Documenting Change
Conclusion
Having Productive Conversations
References
Index
Introduction
CCSS Content and Practice: Opportunity for Rigor
A Clue to Rigor
Outline of the Book
How to Use This Book
Part I. The Foundation
1. Understanding and Meeting the Challenge of Rigor
National Assessments
Teacher Evaluation
Learning Shifts
Meeting the Challenges
Looking at Assessments
Rigor as a Common Factor
2. Defining and Instituting Rigor
Searching for Evidence
Dictionary and Thesaurus
Professional Opinions
Indicators of Rigor
Drawing Conclusions
Decision Point
Contrasting Example Lessons
Problem Analysis
Transforming Classrooms to Support Rigor
Having Productive Conversations
3. Building Team Leadership to Support Rigor
Role of a Steering Committee
Role of a Leadership Team
Role of the Principal
Developing Learning Communities
A Principal's Story
Having Productive Conversations
4. Rigor and the Standards for Practice
Rigor and Practices
A Principal's Story
Having Productive Conversations
5. Rigor Related to Classroom Formative Assessment
Assessment Types
Classroom Formative Assessment
Refining Formative Assessment
Classroom Formative Assessment
Formative Assessment and Intervention
Current Learning
Effective Intervention
Instructional Research
Synergy
A Principal's Story
Having Productive Conversations
6. Rigor and the Proficiency Matrix
Organization
Progress Toward Rigor
Strategy Relationship in the Matrix
Classroom Formative Assessment and the Matrix
Ms. Edward's Classroom
A Principal's Story
Having Productive Conversations
Part II. Issues and Obstacles
7. Issues to Resolve
Issue: Teaching the Identified Content
Issue: Deepening Mathematical Understandings
Issue: Reaching All Students
8. Obstacles to Success
Obstacle: Working in Isolation
Obstacle: Attempting to Evaluate People to Change
Obstacle: Failing to Monitor Student Actions
Obstacle: Over Adoption
Obstacle: Mistaken Efforts
Understanding MAAT
Having Productive Conversations
Part III. Solutions
9. Solution Step One: Monitoring Student Actions Related to the Practices
Opening Classroom Doors
Non-Evaluative Monitoring
Starting With Students
Teacher Self-Assessment of Student Actions
Scenario
Having Productive Conversations
10. Solution Step Two: Using Classroom Visit Data-Assessment of Student Actions
Conducting Productive Conversations
Understanding Change Process
Levels of Adoption
Intervention as Support
Building a Critical Mass
Changing the Culture
Connecting Actions Chart
Having Productive Conversations
11. Solution Step Three: Monitoring Teacher Actions Related to the Practices
Using the Classroom Visit Tally - Teachers
Conversations About the Data
Working on Individual Needs
Mathematics Collaborative Log
Teacher Planning Guide
Having Productive Conversations
12. Solution Step Four: Gathering and Using Additional Data
Assessments Collectively
Specified Classroom Visits
Validity Visits
Reverse Visits
Teacher Requested Visits
Supporting Teachers' Change Efforts
Adoption Stages
Documenting Progress
Completing the Form
Having Productive Conversations
13. Solution Step Five: Maintaining Progress Toward Rigor
Background
Relating Mathematical Rigor and the Practices
Inferences from the Standards for Mathematical Practices
Rigor as an Outcome
Categories
Rigor Analysis Form
Explanation
Directions
Guiding the Work
Input and Outcomes
Having Productive Conversations
Part IV. Inputs and Outcomes
14. Teaching for Rigor
Inputs
Outcomes
Teaching for Progress in Rigor
Having Productive Conversations
15. Coaching for Rigor
Inputs
Outcomes
Coaching for Progress in Rigor
Having Productive Conversations
16. Leading for Rigor
Inputs
Outcomes
Leading for Progress in Rigor
Having Productive Conversations
Part V. Momentum
17. Linking Responsibilities - Assessing Progress
Professional Trust
Professional Conversations
Supporting Teacher Change
Documenting Change
Conclusion
Having Productive Conversations
References
Index
Notă biografică
Descriere
A one of a kind guide for the successful implementation of the Common Core Standards mathematical practices with rigor as a central objective.