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Succeeding at Teaching Secondary Mathematics

Succeeding at Teaching Secondary Mathematics
Your First Year

January 2013 | 136 pages | Corwin
In today's world of increased accountability, teaching mathematics offers more challenges than ever before. This resource helps beginning teachers get off to a great start by providing information on everything from assessment to standards-based teaching to student engagement strategies.

The authors focus on NCTM content and process standards and offer guidelines for instructing and assessing English language learners, students with special needs, and gifted students. Filled with practical strategies as well as helpful classroom vignettes that encourage thought-provoking discussions on teaching secondary school mathematics, this guide shows teachers how to:

- Focus on the big ideas in teaching mathematics

- Design a curriculum that is meaningful

- Differentiate instruction to include all learners

- Engage students by meeting their affective, behavioural, and cognitive needs

- Use a variety of methods to assess students' understanding

Covering the key elements to successful teaching, this essential mathematics resource helps beginning educators lead their class with confidence.

About the Authors
1. A Glimpse at Mathematics Instruction
Two Illustrations

Vignette 1: Algebra I—Shake Across America


Adaptations and Extensions

Vignette 2: Seventh Grade—Surface Area With Polydron Shapes


Adaptations and Extensions

Success in Teaching Mathematics


2. Standards-Based Teaching
Why Do We Need Standards for Teaching Mathematics?

The National Council of Teachers of Mathematics (NCTM) Principles and Standards

State and District Standards for Teaching Mathematics

The Relationship Between Standards and Standards-Based Mathematics Textbooks

Aligning Algebraic Reading With the Process Standards


3. Engaging Students in Learning Mathematics
What Is Engagement?

Engaging Learners in the Affective Domain

Vignette 1: Math Clubs

Vignette 2: Seventh Grade—Math Jeopardy

Glasser's Five Basic Needs

Vignette 3: Increasing a Student's Confidence in Mathematics

A Fresh Look at Math Clubs and Math Jeopardy

Affective Issues Related to Teaching and Learning Mathematics

Students Engaged in Learning Probability

Engaging Learners in the Behavioral Domain

Engaging Learners in the Cognitive Domain


4. Engagement Strategies for Special Populations
Vignette 1: Disparate Learners in Algebra I

The Special Needs Learner

The Gifted Learner

The English Language Learner

Examples of Engaging Learners in a Mathematics Classroom

Vignette 2: Permutations, Counting, and Ice Cream Cones



5. Assessment
Types of Assessment


Developing Assessments: The Use of Backward Design

Grading and Assessment Schemes

Practical Ways of Assessing Throughout the Instructional Process

Tailoring Assessments for Special Populations

Data Driven Instructional Practices

A Word About Standardized Tests


6. Putting It All Together
The Year at a Glance: Designing Your Curriculum

Making Connections Within Mathematics

Mathematical Connections Across the Grades

More Connections Across the Grades

Making Connections Across the Curriculum

Succeeding at Teaching Mathematics—and Loving It!

Appendix A: Solutions to Shake Across America
Appendix B: Solution to the Following Problem From the Polydron Vignette
Appendix C: The Dart Board Game Solution
Appendix D: Generalization for Original Pizza Problem

“A nice addition to any burgeoning library of a new teacher.”

Mathematics Teaching in the Middle School, April 2011

"A progressive book that tackles current issues facing teachers. The resources in this book are invaluable for new and practicing educators because of the shift in education toward developing data-driven cultures. This transformation has changed the responsibilities of teachers and the structure of mathematics classrooms in middle and high schools to a systematic approach, which facilitates student achievement and guides classrooms instruction."

Christina Silvas-Centeno, Mathematics Instructional Coach
San Jose Unified School District, CA

"Beginning teachers know more math and have met more psychological concepts than they'll ever need for teaching. What they really need and want now is a feel for how to communicate that math to students in the classroom. Roddick and Spitzer connect the dots for these teachers. Their well-designed classroom vignettes encourage beginners to think seriously about how to put together a lesson that engages and encourages students, how to work with children of differing abilities together in the same classroom, and how to evaluate all students fairly."

Gerald R. Rising, Distinguished Teaching Professor Emeritus
State University of New York

"Here is a resource that all math teachers can use. This book maps out a road to success by incorporating best practices, innovative ideas, and proven strategies that will help any teacher reach today's students. It is filled with illustrations and explanations on how to turn your classroom into an active learning environment that appeals to the students of the 21st century. This book was an invaluable resource in transforming my classroom—now my students want to come to math class, and they are learning!"

Amanda McKee, Mathematics Teacher
Florence County School District #5, Johnsonville, SC

"The authors do an excellent job of raising the most problematic issues for many first-year teachers and give rich mathematical tasks through vignettes that serve to raise, discuss and provide suggestions for addressing the issues. I highly recommend this book for the beginning teacher seeking advice for a successful first year of teaching."

Beatriz S. D'Ambrosio
Mathematics Teacher magazine, February 2011 (Vol. 104, No. 6)

Cheryl D. Roddick

Cheryl D. Roddick is an associate professor in the Department of Mathematics at San José State University. She currently teaches mathematics and mathematics methods courses to students in K-12 education. She also supervises field experiences for student teachers at the secondary level. Roddick’s research interests include the conceptual understanding of fractions and teacher change relative to teaching mathematics. She has presented her research in local as well as national mathematics education conferences. She also facilitates K-12 inservice activities with teachers in local school districts. More About Author

Julie A. Sliva Spitzer

Julie Sliva Spitzer brings a rich background in mathematics, technology, and special education. As an associate professor of mathematics education at San Jose State University, she teaches methods of mathematics instruction to aspiring educators and supervises their field experiences. Julie continues to enjoy inservice work with teachers Grades K–12. Julie’s research interests include studying teacher and student attitudes toward teaching and learning mathematics, and best practices for teaching mathematics to learners with special needs. She is a frequent presenter at the National Council of Teachers of Mathematics Annual Meetings, the... More About Author

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ISBN: 9781412927635

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