About the Author |
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ix | |
Foreword |
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Acknowledgments |
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xi | |
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1 | (4) |
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1 | (1) |
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2 | (1) |
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2 | (1) |
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3 | (2) |
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2 Trends and Issues Leading to Standards-Based Reform |
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5 | (18) |
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5 | (1) |
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NCTM Standards: Building the Foundations for Reform, 1989--2009 |
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6 | (1) |
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NCTM's Quest for a Coherent Curriculum |
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7 | (1) |
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The Third International Mathematics Study |
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7 | (1) |
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Trends in International Mathematics and Science Study |
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8 | (1) |
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Program for International Student Assessment (PISA) |
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8 | (1) |
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Grit and Productive Struggle |
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9 | (1) |
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Common Core State Standards |
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9 | (1) |
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Common Core State Standards for Mathematics |
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10 | (1) |
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10 | (1) |
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Procedural Skills and CCSSM |
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10 | (1) |
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Standards for Mathematical Practices |
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11 | (2) |
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Principles to Action: Ensuring Mathematical Success for All |
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13 | (1) |
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Guiding Principles for School Mathematics |
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13 | (1) |
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The Mathematics Teaching Practices |
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14 | (1) |
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Special Student Populations |
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15 | (1) |
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Assessing National State Standards |
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16 | (1) |
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NCTM Position on High-Stakes Assessment |
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16 | (1) |
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17 | (2) |
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Standards-Based Documents as Living Documents |
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19 | (1) |
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Online Standards-Based Resources |
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19 | (1) |
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Principles to Action Tools |
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20 | (3) |
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3 Exemplary Practice: What Does It Look Like? |
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23 | (12) |
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Envisioning a Standards-Based Classroom Environment |
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25 | (1) |
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Example One: Reformed-Based Instruction? |
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25 | (4) |
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Example Two: Traditional Instruction? |
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29 | (1) |
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Transitioning to the NCTM Principles/CCSS Practices |
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29 | (1) |
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Exemplary Practices for Students with Special Needs |
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30 | (1) |
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Best Societal Practices for Implementing Standards-Based Strategies |
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31 | (3) |
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34 | (1) |
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4 Issues in Multicultural Mathematics Education |
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35 | (15) |
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35 | (2) |
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37 | (1) |
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37 | (1) |
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37 | (1) |
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38 | (1) |
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Achievement of Traditionally Underserved Students |
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38 | (1) |
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39 | (1) |
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The Opportunity and Educational Debt |
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39 | (1) |
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Multicultural Education and Euro-Americans |
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40 | (1) |
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Further Reflections on the Questions |
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41 | (6) |
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Culturally Sustaining/Revitalizing Pedagogy |
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47 | (2) |
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49 | (1) |
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5 Lynne Godfrey: African Americans and the Algebra Project |
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50 | (18) |
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51 | (1) |
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51 | (3) |
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54 | (2) |
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56 | (3) |
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Discussion between Colleagues |
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59 | (3) |
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62 | (1) |
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63 | (2) |
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Unit Overview: The Chinese Zodiac and the Division Algorithm |
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65 | (2) |
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67 | (1) |
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6 Georgine Roldan: Hispanics and Health Issues |
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68 | (17) |
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69 | (1) |
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70 | (1) |
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70 | (1) |
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70 | (1) |
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70 | (1) |
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70 | (1) |
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71 | (1) |
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72 | (1) |
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73 | (1) |
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73 | (3) |
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Discussion between Colleagues |
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76 | (3) |
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79 | (1) |
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80 | (2) |
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Unit Overview: Favorite Menu Items and Health Issues |
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82 | (1) |
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83 | (2) |
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7 Tim Granger: Native Americans and Rocketry |
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85 | (14) |
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86 | (1) |
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86 | (5) |
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Discussion between Colleagues |
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91 | (2) |
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93 | (1) |
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94 | (2) |
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Unit Overview: Aiming for the Stars |
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96 | (2) |
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98 | (1) |
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8 Renote Jean-Francois: Haitians and Problem Solving |
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99 | (17) |
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100 | (4) |
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104 | (1) |
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104 | (1) |
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104 | (2) |
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106 | (1) |
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Discussion between Colleagues |
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107 | (2) |
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109 | (1) |
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110 | (3) |
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Unit Overview: The Roamer and the Haitian Revolution |
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113 | (1) |
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114 | (2) |
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9 Samar Samini: Muslims and Inheritance Portions |
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116 | (16) |
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117 | (8) |
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Discussion between Colleagues |
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125 | (1) |
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126 | (1) |
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127 | (2) |
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Unit Overview: Multiplication of Fractions Using Paper Folding |
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129 | (2) |
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131 | (1) |
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10 Diane Christopher: Euro-Americans and Quilts |
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132 | (16) |
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133 | (1) |
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133 | (8) |
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Discussion between Colleagues |
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141 | (2) |
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143 | (1) |
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143 | (2) |
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Unit Overview: Many Cultures under One Quilt |
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145 | (2) |
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147 | (1) |
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11 Charlene Beckmann, Kara Stahl, and Tara Maynard: The Tortoise and the Hare |
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148 | (21) |
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148 | (1) |
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149 | (1) |
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Day 1 Runners, Take Your Mark |
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149 | (5) |
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Day 2 The Trodding Tortoise |
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154 | (3) |
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157 | (3) |
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160 | (1) |
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Discussion between Colleagues |
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160 | (2) |
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Update on Char, Tara, and Kara |
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162 | (1) |
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163 | (2) |
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Unit Overview: The Tortoise and the Hare |
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165 | (3) |
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168 | (1) |
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12 Life-Long Learning Laboratory: L4 |
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169 | (19) |
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Life-Long Learning Laboratory |
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169 | (1) |
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Life-Long Learning Laboratory Issues/Questions |
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170 | (16) |
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170 | (2) |
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L4: Chapter 2 Equality and Quality of Curriculum: Math Wars II |
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172 | (3) |
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L4: Chapter 3 Brilliant Children in Mathematics |
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175 | (1) |
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L4: Chapter 4 Teacher Preparation |
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176 | (1) |
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L4: Chapter 4 The Achievement Gap/Education Debt/Opportunity to Learn |
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177 | (3) |
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L4: Chapter 4 Katrina and Equitable Schools in New Orleans |
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180 | (6) |
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186 | (2) |
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188 | (2) |
Bibliography |
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190 | |