Reston, VA : National Council of Teachers of Mathematics, 2014.
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Part of the series Annual perspectives in mathematics education 2014;Annual perspectives in mathematics education .. 2014.
Notes:
- Includes bibliographical references.
- 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 Otte
- 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 Otte
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