Acknowledgements |
|
viii | |
Foreword |
|
ix | |
About the Author |
|
x | |
Preface |
|
xi | |
1 Trends and Issues Leading to the Common Core State Standards |
|
1 | (29) |
|
Curriculum and Evaluation Standards |
|
|
2 | (1) |
|
Professional Standards for Teaching Mathematics |
|
|
2 | (1) |
|
|
3 | (2) |
|
The Third International Mathematics Study |
|
|
5 | (2) |
|
Trends in International Mathematics and Science Study |
|
|
6 | (1) |
|
|
7 | (1) |
|
Skills for Citizens of the Twenty-first Century |
|
|
8 | (2) |
|
Principles and Standards for School Mathematics |
|
|
10 | (2) |
|
Principles for School Mathematics |
|
|
11 | (1) |
|
Standards and Process for School Mathematics |
|
|
11 | (1) |
|
NCTM's Quest for a Coherent Curricula |
|
|
12 | (1) |
|
The NCTM Standards and Citizens' Attributes for the Twenty-first Century: The New Basics |
|
|
12 | (2) |
|
The Common Core State Standards |
|
|
14 | (7) |
|
The Common Core State Standards for Mathematics (CCSSM) |
|
|
14 | (7) |
|
|
21 | (9) |
2 Exemplary Practice: What Does it Look Like? |
|
30 | (13) |
|
Envisioning Reform-based Classroom Environment |
|
|
32 | (6) |
|
|
38 | (5) |
3 Gail Englert: Conceptual Foundation for Proportional Reasoning |
|
43 | (29) |
|
|
44 | (3) |
|
Activity 2: Absolute and Relative Thinking |
|
|
47 | (4) |
|
Activity 3: Index Card Ratios and Proportions Activity |
|
|
51 | (10) |
|
Discussion Between Colleagues |
|
|
61 | (1) |
|
|
62 | (2) |
|
|
64 | (8) |
4 Laura Mullen: Learning Styles and Problem Solving |
|
72 | (18) |
|
|
73 | (1) |
|
|
74 | (8) |
|
|
79 | (1) |
|
|
79 | (2) |
|
|
81 | (1) |
|
Discussion Between Colleagues |
|
|
82 | (4) |
|
|
86 | (2) |
|
|
88 | (2) |
5 Thomas Wright: Making Sense of the Pythagorean Theorem |
|
90 | (21) |
|
|
92 | (5) |
|
|
97 | (1) |
|
|
97 | (7) |
|
Discussion Between Colleagues |
|
|
104 | (3) |
|
|
107 | (1) |
|
|
108 | (3) |
6 Madeline Landrum: Modeling Real World Problems with Multi-Step Inequalities |
|
111 | (9) |
|
Discussion Between Colleagues |
|
|
115 | (1) |
|
|
116 | (2) |
|
|
118 | (2) |
7 Merrie Schroeder: Statistics with Snack Food |
|
120 | (17) |
|
Discussion Between Colleagues |
|
|
130 | (3) |
|
|
133 | (2) |
|
|
135 | (2) |
8 Teachers Adapting Tasks to Closely Align to CCSSM |
|
137 | (19) |
|
Teachers' Adaptation of Tasks |
|
|
140 | (16) |
|
|
141 | (2) |
|
|
143 | (3) |
|
|
146 | (2) |
|
|
148 | (4) |
|
|
152 | (4) |
9 Jim Specht: The Last Great Race |
|
156 | (18) |
|
|
157 | (11) |
|
Discussion Between Colleagues |
|
|
168 | (2) |
|
|
170 | (2) |
|
|
172 | (2) |
10 Ivan Gill: What is a Gill? Meaningful Connections Between Measurement and Graphing |
|
174 | (26) |
|
|
175 | (1) |
|
|
176 | (2) |
|
|
176 | (2) |
|
|
178 | (4) |
|
Mass Versus Weight, and the Search for Volume if Given Mass |
|
|
182 | (5) |
|
|
187 | (7) |
|
Discussion Between Colleagues |
|
|
194 | (2) |
|
|
196 | (2) |
|
|
198 | (2) |
11 Paterson School 2: Journey Beyond TIMSS |
|
200 | (26) |
|
Top Ten Reasons Why Lesson Study Could Fail in the United States |
|
|
203 | (2) |
|
Six Reasons Why Lesson Study Worked at School 2 |
|
|
205 | (2) |
|
A Profile of Japanese-style Teaching at School 2 |
|
|
207 | (9) |
|
|
216 | (5) |
|
Discussion Between Colleagues |
|
|
221 | (2) |
|
|
223 | (2) |
|
Update on Lesson Study at P.S.2 |
|
|
225 | (1) |
References |
|
226 | |