Mathematics Professional Development PDF Download

Author: Hilda Borko
Publisher: Teachers College Press
ISBN: 0807756555
Category : Education
Languages : en
Pages : 161

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Book Description
This resource will help school leaders and other professional development providers conduct ongoing, structured learning opportunities for mathematics teachers (K-12). The authors present models for professional development and the preparation of PD leaders designed and field-tested as part of two research projects supported by the National Science Foundation. The Problem-Solving Cycle model and the Mathematics Leadership Preparation model focus on topics of primary interest to mathematics teachers - mathematics content, classroom instruction, and student learning. They are intentionally designed so that they can be tailored to meet the needs and interests of participating teachers and schools. Through engaging vignettes, the authors describe the models, summarize key research findings, and share lessons learned. The book also includes detailed examples of workshop activities for both teachers and PD leaders.

Author: Susan Loucks-Horsley
Publisher: Corwin Press
ISBN: 1452272557
Category : Education
Languages : en
Pages : 424

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Book Description
The classic guide for designing robust science and mathematics professional development programs! This expanded edition of one of the most widely cited resources in the field of professional development for mathematics and science educators demonstrates how to design professional development experiences for teachers that lead to improved student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects recent research on PD design, underscores how beliefs and local factors can influence PD design, illustrates a wide range of PD strategies, and emphasizes the importance of: Continuous program monitoring Combining strategies to address diverse needs Building cultures that sustain learning

Author: Sophia Cohen
Publisher: Routledge
ISBN: 113563226X
Category : Education
Languages : en
Pages : 208

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Book Description
This book illustrates the experiences of elementary school teachers across one year's time as they participated in a teacher development seminar focused on mathematics, and as a result changed their beliefs, their knowledge, and their practices. It explores these experiences as a means of understanding the learning that takes a teacher from a more traditional teaching practice to one that is focused on the ideas and understandings that students and teachers have of the subject matter. The work emerges from and reports on a unique data set from a two-year study of teacher learning that was funded by the Spencer and MacArthur foundations. The teachers, whose work is at the center of this study, were participants in the Developing Mathematical Ideas seminar (DMI), a mathematics teacher development seminar for elementary school teachers. This seminar is one example of intensive, domain-specific professional development. In this seminar teachers study elementary mathematics content to deepen their own understanding of it, they study the development among children of the ideas central to elementary mathematics, and they experience a teaching and learning environment consistent with the pedagogy envisioned by the National Council for Teachers of Mathematics' Principles and Standards for School Mathematics. The seminar is a nationally available teacher development curriculum, thus interested educators can gain access to the resources necessary to offer similar seminars in their own communities. Teachers' Professional Development and the Elementary Mathematics Classroom: Bringing Understandings to Light will be widely interesting to a broad audience, including mathematics teacher educators, teacher education researchers, policymakers, and classroom teachers. It will serve well as a text in a range of graduate courses dealing with teacher cognition/knowledge for teaching, mathematics methods, psychology of learning, and pedagogical theory.

Author: Berinderjeet Kaur
Publisher: Springer
ISBN: 9811025983
Category : Education
Languages : en
Pages : 239

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Book Description
This book offers a counterpart to the extensive corpus of literature available on the same topic from a Western perspective. It showcases innovative approaches to professional development of mathematics teachers in Asian countries, and reports on both empirical and expository studies of teachers’ professional development in these counties. It provides scholars from non-English-speaking and under-represented Asian countries the opportunity to engage in discourse with other scholars in the field, and is the first book to present substantial contributions from scholars in Asia on the professional development of mathematics teachers in their respective countries. It includes perspectives that shed valuable light on how the approaches pursued in Asian countries resemble or differ from those in the West.

Author: Stefan Zehetmeier
Publisher: Routledge
ISBN: 1000298051
Category : Education
Languages : en
Pages : 194

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Book Description
Mathematics teaching and professional development of mathematics teachers are areas where research has increased substantially in recent years. In this dynamic field, mathematics teaching practices, pedagogical knowledge of mathematics teachers and professional development via collaboration between mathematics teachers have emerged as vital domains of inquiry. Professional Development and Knowledge of Mathematics Teachers addresses the underlying characteristics of mathematics teacher education, and those professional development contexts that have a positive impact on teachers’ professional learning. Recognizing the impact of broader institutional settings on mathematics teaching and teacher professional development, the editors suggest bridging the gaps between theoretical practices and methodological approaches in the field by focusing on and conceptualizing the following relational factors: The study of mathematics teaching and classroom situations Researching teacher and teacher educator knowledge, since these issues inform the quality of mathematics teaching directly Mathematics teacher education and professional development, focusing on design principles and the impact they have on teacher professional learning Combining central issues of mathematics teaching, knowledge and professional development, the chapters in this volume address each of the above factors and provide profound considerations on both theoretical and practical levels. This book will be an essential resource for researchers, teachers and students working in the fields of mathematics teaching and mathematics teacher professional development.

Author: Chase Orton
Publisher: Corwin Press
ISBN: 1071841556
Category : Education
Languages : en
Pages : 210

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Book Description
The system won’t do it for us. But we have each other. In The Imperfect and Unfinished Math Teacher: A Journey to Reclaim Our Professional Growth, master storyteller Chase Orton offers a vulnerable and courageous grassroots guide that leads K-12 math teachers through a journey to cultivate a more equitable, inclusive, and cohesive culture of professionalism for themselves...what he calls professional flourishment. The book builds from two bold premises. First, that as educators, we are all naturally imperfect and unfinished, and growth should be our constant goal. Second, that the last 40 years of top-down PD efforts in mathematics have rarely supplied teachers with what they need to equitably grow their practice and foster classrooms that are likewise empowered, inclusive, and cohesive. With gentle humanity, this book inspires teachers to break down silos, observe each others’ classrooms, interrogate their own biases, and put students at the center of everything they do in the math classroom. This book: Weaves raw and authentic stories—both personal and those from other educators—into a relatable and validating narrative Offers interactive opportunities to self-reflect, build relationships, seek new vantage on our teaching by observing others’ classrooms and students, and share and listen to other’s stories and experiences Asks teachers to give and accept grace as they work collaboratively to better themselves and the system from within, so that they can truly serve each of their students authentically and equitably Implementing the beliefs and actions in this book will position teachers to become more active partners in each other’s professional growth so that they can navigate the obstacles in their professional landscape with renewed focus and a greater sense of individual and collective efficacy. It equips teachers—and by extension, their students—to chart their own course and author their own equitable and joyful mathematical and professional stories.

Author: National Council of Teachers of Mathematics
Publisher: National Council of Teachers of Mathematics, Incorporated
ISBN: 9780873537742
Category : Curriculum planning
Languages : en
Pages : 139

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Book Description
This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning.

Author: Richard DuFour
Publisher: Solution Tree
ISBN: 9781879639607
Category : Education
Languages : en
Pages : 0

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Book Description
Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide.

Author: Ruhama Even
Publisher: Springer Science & Business Media
ISBN: 0387096019
Category : Education
Languages : en
Pages : 271

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Book Description
The premise of the 15th ICMI Study is that teachers are key to students' opportunities to learn mathematics. What teachers of mathematics know, care about, and do is a product of their experiences and socialization, together with the impact of their professional education. The Professional Education and Development of Teachers of Mathematics assembles important new international work- development, research, theory and practice - concerning the professional education of teachers of mathematics. As it examines critical areas to reveal what is known and what significant questions and problems warrant collective attention, the volume also contributes to the strengthening of the international community of mathematics educators. The Professional Education and Development of Teachers of Mathematics is of interest to the mathematics education community as well as to other researchers, practitioners and policy makers concerned with the professional education of teachers.

Author: John Hattie
Publisher: Corwin Press
ISBN: 1506362958
Category : Education
Languages : en
Pages : 209

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Book Description
Selected as the Michigan Council of Teachers of Mathematics winter book club book! Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.