Mathematics

Guiding Curriculum Decisions for Middle-Grades Mathematics

Sun, 12/30/2001

Author(s): 

The authors present a framework for decision-making, provide an overview of the curriculum decision-making process, and offer detailed information on a variety of curricula and curriculum resources. The authors pose a set of critical questions for curriculum decision-making that corresponds to a framework focused on three priorities: academic rigor, equity, and developmental appropriateness.

Length: 

184 pp.

Publication Type: 

Descriptors (Bodies of Work): 

Mary Fries

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Descriptors (Bodies of Work): 

Photo: 

Mary Fries

First name: 

Mary

Last name: 

Fries

Affiliation/Organization: 

EDC

Bio: 

Mary Fries, a highly skilled instructional designer and professional developer, brings expertise in mathematics education, including teaching, leadership, professional development, and curriculum planning and design. Her work reflects her commitment to designing resources and interventions that address “Mathematics Trauma” and seek to close opportunity gaps in mathematics education that serve to perpetuate racism.

Fries is a web and content developer and researcher on the Beauty and Joy of Computing project, which is adapting a University of California, Berkeley introductory computer science course into a high school AP Computer Science Principles course with the goal of helping diverse students enjoy and succeed at computer science. 

Fries is also the lead developer for the iPuzzle project, a two-year research and development initiative funded by the National Science Foundation (NSF) that is creating apps for users to play, build, and share arithmetic and algebraic puzzles. The project’s first app is SolveMe Mobiles. She has also contributed to EDC’s Implementing the Mathematical Practice Standards online resource for educators.

Recently, Fries coauthored EDC’s Transition to Algebra (TTA) curriculum published by Heinemann. TTA provides a full year of student and teacher materials that support struggling learners in enjoying and succeeding in algebra class. She is also the coauthor of Making Sense of Algebra: Developing Students' Mathematical Habits of Mind, a professional book that describes the teaching and learning principles espoused in TTA.  Fries provides TTA professional development for teachers around the country, and shares her work at the annual conferences of leading organizations such as the National Council of Supervisors of Mathematics and National Council of Teachers of Mathematics. 

Before joining EDC, Fries served as the dean of mathematics, science, and technology at Windham High School in Windham, NH; as a board member and curriculum committee chair of the Academy for Science and Design Charter in Merrimack, NH; and as a member of the Windham Initiative for Renewable Energy.

Fries holds a BS in Mathematics through Mary Baldwin College’s Program for the Exceptionally Gifted, an MA in Philosophy and Religion from the California Institute of Integral Studies, and a CAGS in Mathematics Education from Boston University. 

Staff: 

Non-Staff Profile

Job title: 

Senior Curriculum/Instructional Design Associate

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2710

Practice Guide: Improving Mathematical Problem Solving in Grades 4 Through 8

Tue, 05/01/2012

Author(s): 

John Woodward, Sybilla Beckmann, Mark Driscoll, Megan Franke, Patricia Herzig, Asha Jitendra, Kenneth R. Koedinger, Philip Ogbuehi

Mark Driscoll is coauthor of this Practice Guide, published by the Institute of Education Sciences, that provides five recommendations for improving students’ mathematical problem solving in grades 4 through 8. The guide is geared toward teachers, math coaches, other educators, and curriculum developers who want to improve the mathematical problem solving of students.

Practice Guide Cover

Length: 

92 pp.

Publication Type: 

Descriptors (Bodies of Work): 

Math Practices Course for Massachusetts Teachers

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EDC's new course, "Developing Mathematical Practices for Geometry, Algebra II, and Beyond: Grades 10–12," is being delivered statewide in partnership with the Massachusetts Department of Elementary and Secondary Education. The course was piloted at EDC Headquarters in Waltham on June 25–28 with 50 Massachusetts teachers from high-need districts, with follow-up sessions in October and November 2012.

Descriptors (Bodies of Work): 

Kerry Ouellet

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Descriptors (Bodies of Work): 

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Kerry Ouellet

First name: 

Kerry

Last name: 

Ouellet

Bio: 

Kerry Ouellet collaborates with instructional designers, professional developers, and researchers to create innovative online and print products that enhance STEM learning and teaching. She brings extensive editorial and management expertise to her product development work, as well as an in-depth knowledge of EDC’s full range of science and mathematics instructional resources.

Ouellet contributes to the conceptualization, content, design, and usability of EDC online learning experiences and resource hubs. Current and recent projects include the Concepts and Practices biology and chemistry high school curricula, the Mathematical Practice Institute, the Oceans of Data Institute, the HP Life Learning Initiative for Entrepreneurs, and the Exploring Bioethics high school supplement.

As a managing editor, Ouellet advances the goals of teams that develop a wide range of print curricula and professional development guides including the EDC Earth Science Curriculum, the Design It! and Explore It! out-of-school time science curricula, and Making Science Mentors: A 10-Session Guide for Middle Grades.  Serving as the liaison between staff and publishers, Ouellet collaborates with partners such as Carolina Biological Company, LAB-AIDS, the National Institutes of Health, Kendall/Hunt, Redleaf Press, Glencoe/McGraw-Hill, Kelvin, and Heinemann.

Ouellet also plays a key role in development work, establishing and implementing systems to guide the production and submission of proposals to government agencies, such as the National Science Foundation and Institute of Education Sciences, and private foundations.

Ouellet earned a BS in Business Administration from the Whittemore School of Business and Economics at the University of New Hampshire. She is also working toward a certificate in project management through the University of California, Irvine.

Staff: 

Non-Staff Profile

Job title: 

Managing Editor I

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2570

The Algebra of Little Kids: A Mathematical-Habits-of-Mind Perspective on Elementary School

Fri, 01/01/2010

Author(s): 

Treating algebra as an indivisible whole obscures the options. It’s more useful to ask what ideas, logic, techniques, and habits of mind algebra entails, and then, about each of these, ask when and to what extent that one item can be learned with intellectual integrity and how a coherent whole can be woven out of these learnings. The answers we get are that some of these ideas do have to wait for eighth or ninth grade, but that others—even including aspects of algebraic language—are already there, early in the primary grades.

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Descriptors (Bodies of Work): 

Publication Type: 

Secondary Lenses on Learning

Thu, 01/01/2009

Author(s): 

Catherine Miles Grant, Valerie L. Mills, Mary Bouck, Ellen Davidson with Barbara Scott Nelson and Steve Benson

The Secondary Lenses on Learning professional development program helps leaders from a range of administrative and instructional roles provide strategic and coherent leadership for mathematics programs. The authors provide a comprehensive package that contains everything needed to offer this seminar.

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Descriptors (Bodies of Work): 

Publication Type: 

Mathematics for Teaching

Thu, 02/01/2001

Author(s): 

For the past three decades, Al Cuoco has spent most of his time thinking about high school mathematics—teaching it, working with people who teach it or plan to teach it, and writing materials for it. In this article, Cuoco focuses on current challenges facing secondary (mainly high school) mathematics teachers—and takes a close look at the preparation of these teachers.

Mathematics for Teaching Cover Page

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Descriptors (Bodies of Work): 

Publication Type: 

Lesson Study in Practice: A Mathematics Staff Development Course

Fri, 01/01/2010

Author(s): 

Jane Gorman, June Mark, Johannah Nikula

Through lesson study teachers develop a community for ongoing learning about mathematics and the craft of teaching. This course offers a structured introduction to lesson study in a learn-by-doing format. Participants develop the mathematical knowledge for teaching that they need while they work through a full lesson study cycle.

Descriptors (Bodies of Work): 

Publication Type: 

Pages

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