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A Leader's Guide to Mathematics Curriculum Topic Study
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A Leader's Guide to Mathematics Curriculum Topic Study



280 pages | Corwin
The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, helps teachers improve their practice by linking standards and research on how children learn mathematics to classroom practice. Keyed to the core book Mathematics Curriculum Topic Study, this resource helps mathematics professional development leaders and teacher educators understand the CTS approach and how to design, lead, and apply CTS in a variety of settings that support teachers as learners. By bringing CTS into schools and other professional development settings, mathematics leaders can enhance their teachers' knowledge of content, improve teaching practices, and have a positive impact on student learning.
 
Preface
 
Acknowledgments
 
About the Authors
 
1. Introduction the the Leader's Guide
 
2. Introduction to CTS for Leaders
 
3. Considerations for Designing and Leading CTS
 
4. Tools, Resources, and Designs for Leading Introductory Sessions on CTS
 
5. Leading Full Topic Studies
 
6. Using CTS in a Content, Curricular, Instructional, or Assessment Context
 
7. Embedding CTS Within Professional Development Strategies
 
References
 
Index

"This book provides an indispensable set of tools to help teachers, coaches, and other curriculum leaders strengthen and improve content and pedagogical knowledge of mathematics in a variety of professional development opportunities. I encourage all mathematics leaders to add this book to their professional tool kit."

Marilyn Curtis, Teacher Leader
Maine Governor’s Academy

“Not only does this book provide the resources mathematics leaders need to improve curriculum, instruction, and assessment; it strengthens the 'M' in STEM professional learning. When combined with The Science Leader's Guide to CTS, instructional leadership teams have access to a suite of standards and research-based designs and tools to foster connections and integrate the STEM disciplines.”

Jean May-Brett, STEM Partnership Director
Louisiana Department of Education

"This book teaches the basics of linking standards and research to mathematics practice, and is a fine companion to MATHEMATICS CURRICULUM TOPIC STUDY."

Midwest Book Review, October 2012

Sample Materials & Chapters

Preface

Introduction


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Page D. Keeley

PAGE KEELEY has been a leader in science education for over 20 years. She "retired" from the Maine Mathematics and Science Alliance (MMSA) in 2012 where she had been the Senior Science Program Director since 1996. Today she works as an independent consultant, speaker, and author providing professional development to school districts and organizations in the areas of formative assessment and teaching for conceptual understanding. Page has been the principal investigator and project director on 3 National Science Foundation-funded projects including the Northern New England Co-Mentoring Network (NNECN), PRISMS- Phenomena... More About Author

Susan E. Mundry

Susan Mundry is currently deputy director of Learning Innovations at WestEd and the associate director of WestEd’s Mathematics, Science, and Technology Program. She directs several national or regional projects focused on improving educational practice and oversees the research and evaluation projects of Learning Innovations. She is codirector of a research study examining the distribution of highly qualified teachers in New York and Maine for the Northeast & Islands Regional Education Laboratory and is the project codirector for the evaluation of the Intel Mathematics Initiative, a professional development program for elementary and... More About Author

Cheryl Rose Tobey

Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment... More About Author

Catherine E. Carroll

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ISBN: 9781412992602
$41.95