Acknowledgments |
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ix | |
Foreword |
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x | |
About the Authors |
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xi | |
Preface |
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xiii | |
1 Trends and Issues Leading to the Common Core State Standards |
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1 | (23) |
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Curriculum and Evaluation Standards |
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2 | (1) |
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Professional Standards for Teaching Mathematics |
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2 | (1) |
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3 | (7) |
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The Third International Mathematics and Science Study |
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4 | (1) |
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Trends in International Mathematics and Science Study |
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5 | (1) |
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Program for International Student Assessment |
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5 | (3) |
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8 | (1) |
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Skills for Citizens of the Twenty-first Century |
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9 | (1) |
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9 | (1) |
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Principles and Standards for School Mathematics |
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10 | (1) |
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NCTM's Quest for a Coherent Curriculum |
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11 | (1) |
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11 | (1) |
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Focus in High School Mathematics |
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11 | (1) |
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The Common Core State Standards |
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11 | (8) |
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The Common Core State Standards for Mathematics (CCSSM) |
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12 | (7) |
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Principles to Actions: Ensuring Mathematical Success for All |
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19 | (5) |
2 Exemplary Practice: What Does It Look Like? |
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24 | (15) |
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Envisioning a Reform-based Classroom Environment |
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26 | (6) |
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Example One: Reformed-based Instruction? |
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26 | (5) |
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Example Two: Traditional Instruction? |
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31 | (1) |
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32 | (7) |
3 Michael Lehman: Group Performance Assessments |
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39 | (25) |
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Discussion between Colleagues |
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45 | (5) |
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50 | (12) |
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62 | (1) |
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63 | (1) |
4 Mark Lonergan: The Mathematics of the Theater |
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64 | (29) |
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Background on the Project |
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65 | (1) |
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65 | (5) |
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70 | (14) |
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Discussion between Colleagues |
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84 | (5) |
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89 | (2) |
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91 | (1) |
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92 | (1) |
5 Henry Kranendonk: Raisin GeometryExploring the Balance Point and Its Applications |
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93 | (11) |
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Discussion between Colleagues |
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98 | (2) |
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100 | (2) |
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102 | (1) |
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103 | (1) |
6 Virginia Highstone: Equations That Model Growth and Decay |
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104 | (13) |
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Discussion between Colleagues |
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109 | (4) |
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113 | (2) |
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115 | (1) |
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116 | (1) |
7 Craig Jensen: A Dice Game for Engaging Teachers in Discourse |
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117 | (16) |
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117 | (11) |
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118 | (2) |
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120 | (1) |
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ExplorePart A: Patterns in Products of Polynomials |
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121 | (1) |
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ExplorePart B: Patterns in Factors of Polynomials |
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122 | (1) |
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ExplorePart C: Back to Dice |
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123 | (4) |
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127 | (1) |
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127 | (1) |
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Discussion between Colleagues |
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128 | (1) |
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129 | (2) |
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131 | (1) |
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132 | (1) |
8 Ben Preddy: Integrating Mathematics with Literacy |
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133 | (11) |
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Discussion between Colleagues |
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139 | (1) |
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140 | (2) |
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142 | (1) |
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143 | (1) |
9 Murray Siegel: Discovering the Central Limit Theorem |
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144 | (10) |
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Discussion between Colleagues |
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149 | (2) |
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151 | (1) |
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152 | (1) |
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153 | (1) |
10 Susan Morere, Mary Ann Bates, Nezha Whitecotton, and Angela Guthrie: A Lesson Study on Real-World Applications of the Trigonometric Ratios |
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154 | (39) |
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154 | (1) |
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155 | (1) |
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University of New Orleans' Lesson Study Process |
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156 | (26) |
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Lesson Study across Content Areas and Schools |
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156 | (2) |
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The Lesson Study Open House |
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158 | (6) |
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164 | (1) |
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165 | (4) |
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169 | (4) |
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173 | (9) |
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Appendix 10.1: Lesson Study Open House |
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182 | (9) |
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Appendix 10.2: Reflection on Lesson Study Implementation at Patrick Taylor |
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191 | (1) |
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191 | (2) |
11 Claudia Carter: How a Rumor SpreadsAn Introduction to Logistic Curves |
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193 | (10) |
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Discussion between Colleagues |
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198 | (1) |
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199 | (2) |
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201 | (1) |
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202 | (1) |
12 Teachers Adapting Tasks to Closely Align to CCSSM |
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203 | (28) |
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Carol Lavery: Constructing an Equilateral Triangle, Fairfax High School, Virginia |
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206 | (8) |
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211 | (1) |
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211 | (1) |
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212 | (2) |
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Rick Barlow: Composition of Functions, Fremont High School, Sunnyvale, California |
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214 | (3) |
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NCTM Process Standard: Problem Solving |
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214 | (2) |
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216 | (1) |
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What I Would Change for Next Time |
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216 | (1) |
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Cheryl Tokarski: Exploring Absolute Value, Chase Collegiate School, Waterbury, Connecticut |
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217 | (2) |
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Holly Erwin-Harding: Calculating Areas of Irregular Figures, Blacksburg New School, Blacksburg, Virginia |
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219 | (3) |
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221 | (1) |
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Andrew Winstead and Uriel Rodriguez: Quadratic Models for Real-Life Data from Hurricane Katrina, New Orleans Math and Science Charter School |
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222 | (6) |
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222 | (1) |
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223 | (3) |
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226 | (1) |
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227 | (1) |
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Caroline Delaney: What Would Struggling Students Like to Know about Linear Equations? Warren Easton Charter High School |
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228 | (2) |
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228 | (1) |
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Multiple-Choice Assessment with Challenging Tasks |
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229 | (1) |
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230 | (1) |
13 Don Crossfield: Marching from Algebra to Trigonometry and Beyond |
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231 | (12) |
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Discussion between Colleagues |
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235 | (4) |
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239 | (2) |
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241 | (1) |
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242 | (1) |
14 The CCSSM: Making It Happen |
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243 | (2) |
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CCSSM: New Way for Teaching Math? |
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243 | (1) |
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Guidelines and Recommendations for Implementing CCSSM |
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244 | (1) |
References |
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245 | |