Mathematics

Inspiring Teachers

Thu, 04/16/2015

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This briefing paper explores “leadership oriented professional development” and highlights four programs that exemplify this approach to inspiring and supporting teachers. The authors summarize the guiding principles that make these programs so effective. These include providing teachers with opportunities to do authentic mathematics, to experience mathematics as a student does, to provide authentic mathematical experiences for their students, to become leaders in their profession, and to build communities.

Cover of Report

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12 pp.

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Cuoco and Sword Present at Congressional Breakfast Briefing

Inspiring Teachers Report Cover

At an April 16 invitation-only breakfast briefing held in Washington, DC during the National Math Policy Day that kicked off the country’s first National Math Festival, EDC Distinguished Scholar Al Cuoco and Senior Research Scientist Sarah Sword (pictured below) presented EDC’s new briefing paper,

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Making Sense of Algebra: Developing Students' Mathematical Habits of Mind

Wed, 04/15/2015

Author(s): 

Paul Goldenberg, June Mark, Jane Kang, Mary Fries, Tracy Cordner, Cynthia Carter

This book, published by Heinemann, supports grades 6–10 teachers in implementing the team’s Transition to Algebra curriculum and uses a “habits of mind” approach that helps teachers learn how to teach not just the results of mathematical thinking, but also the ways of thinking that mathematically proficient individuals use to generate those results.

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200pp.

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Look for and Make Use of Structure

Sun, 04/05/2015

Author(s): 

Paul GoldenbergJune Mark, Jane Kang

In this Heinemann website blog post, the authors unpack, examine, and reflect on Standard for Mathematical Practice 7, Look For and Make Use of Structure, from the Common Core State Standards for Mathematics (CCSSM). They provide a detailed discussion of students’ use of SMP 7—which they describe as the ability to find patterns and repeated reasoning to help solve more complex problems—and share several examples.

SMP 7 image

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webpage

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Implementing Formative Assessment Practice #5

Fri, 04/03/2015

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Published on the Corwin Connect blog, this post—part of a six-post series—shares ideas from EDC’s Bringing Math Students into the Formative Assessment Equation professional development guide.

Portion of arrow diagram that summarizes the key pieces of this self-assessment

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webpage

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Implementing Formative Assessment: Revisiting Learning Targets

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For over 20 years, Susan Janssen Creighton has worked on EDC mathematics instructional design and teacher professional development initiatives. Recently, Corwin published a book that Susan, Cheryl Tobey, Emily Fagan, and Eric Karnowski wrote, Bringing Math Students into the Formative Assessment Equation: Tools and Strategies for the Middle Grades, based on their work in the National Science Foundation-funded project Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students. On April 13–16, Susan, her co-authors, and several other EDC mathematics experts presented sessions on formative assessment at the National Conference of Supervisors of Mathematics and National Conference of Teachers of Mathematics Annual Meeting in Boston. In this post, originally published on Corwin's blog Corwin Connect, Susan discusses the key role that revisiting learning targets with students plays in the formative assessment process.

For over 20 years, Susan Janssen Creighton has worked on EDC mathematics instructional design and teacher professional development initiatives.

Featured Blog: 

1

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Attend to Precision

Sun, 03/29/2015

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In the many states that have adopted the Common Core State Standards for Mathematics (CCSSM), teachers are seeking strategies to align their instruction with the standards and deepen their students’ understanding of mathematics. This Heinemann website blog post discusses the CCSSM’s Standard for Mathematical Practice 6, Attend to Precision. The authors provide clear examples of ways for teachers and students to develop greater clarity and precision.

SMP 6 image

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webpage

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Helping Early Childhood Teachers Support Young Children's Math Learning

Teaser: 

Kristen Reed conducts research that advances the field’s knowledge of policies, programs, and professional development that support excellent and equitable preK–5 mathematics teaching and learning. With Jessica Young, Kristen is the co-PI of a National Science Foundation-funded study, Games for Young Mathematicians, that examines the relation of a teacher professional development program to low-income preschool children’s school readiness skills and mathematics learning. On April 18 (9:45–11:00 a.m.), Kristen and Jessica shared this work in a session, “Preschool Mathematical Practices: Learning to Make Sense and Persevere,” at the National Council of Teachers of Mathematics Annual Meeting in Boston, Mass. In this post, Kristen describes their study.

Kristen Reed conducts research that advances the field’s knowledge of policies, programs, and professional development that support excellent and equitable preK–5 mathematics teaching and learning.

Featured Blog: 

0

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ASSM Annual Conference

Date: 

04/12/2015
Boston, MA

At the invitation of the Association of State Supervisors of Mathematics (ASSM), Eden Badertscher will present the talk "Finding the Courage to Identify and Own Our Role in Inequity" at its annual conference. ASSM members include mathematics leaders and content specialists from state departments of education nationwide.

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