Get Free Ebook Making Sense of Mathematics for Teaching to Inform Instructional Quality (Applying the TQE Process in Teachers' Math Strategies), by Amber G. Candela

Get Free Ebook Making Sense of Mathematics for Teaching to Inform Instructional Quality (Applying the TQE Process in Teachers' Math Strategies), by Amber G. Candela

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Making Sense of Mathematics for Teaching to Inform Instructional Quality (Applying the TQE Process in Teachers' Math Strategies), by Amber G. Candela

Get Free Ebook Making Sense of Mathematics for Teaching to Inform Instructional Quality (Applying the TQE Process in Teachers' Math Strategies), by Amber G. Candela

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Review

"I highly recommend Making Sense of Mathematics for Teaching to Inform Instructional Quality for all mathematics teachers and instructional leaders who dare to deeply, and with a critical intentionality, examine their instructional quality. Framed by the tasks, questions, and evidence (TQE) process, this book challenges readers to critically examine their practice through engaging them in the analysis of tasks, questions, and evidence using practical, user-friendly, and downloadable Instructional Quality Assessment (IQA) rubrics, observation tools, and summary sheets. Most important, this book empowers readers to become their own best examiners of instructional quality!" --Sarah B. Bush, associate professor, K-12 STEM education, University of Central Florida"The IQA toolkit that is the focus of this book provides a set of accessible rubrics that draw teachers' attention to aspects of practice that matter most -- task selection and implementation, teacher questions, and the quality of student contributions. These research-based tools are perfect for guiding teachers' planning for and reflection on instruction and have the potential to change the nature of how teachers and their students work in the classroom. This book a must-have for any teacher trying to improve the quality of instruction and learning in his or her classroom" --Margaret (Peg) Smith, professor emerita, University of Pittsburgh"Good teaching is not an accident but is a product of hard work, learning about the craft, and reflecting on our practice. The rubrics and processes in Making Sense of Mathematics for Teaching to Inform Instructional Quality lay the groundwork for each reader to improve the quality of his or her instruction by using examples, videos, and activities. This is an essential work for teachers, coaches, and administrators working to improve their mathematics educational practice." --Frederick L. Dillon, mathematics specialist and coach, Institute for Learning, University of Pittsburgh "Making Sense of Mathematics for Teaching to Inform Instructional Quality is a powerful resource for teachers, coaches, and administrators. It arms them with a considerable collection of practical tools to focus on instructional tasks, questions, and evidence. It is a must-have for determining where mathematics instruction is and for creating a road map for where it can go." --John SanGiovanni, coordinator, elementary mathematics, Howard County Public School System, Maryland "We know from decades of research and practice how crucial it is to routinely engage all students in solving tasks in which they make sense of mathematics -- and we know how challenging it is do so. Making Sense of Mathematics for Teaching to Inform Instructional Quality details how to work with colleagues to meet this challenge. The authors provide a concrete framework and activities to guide collaborative professional inquiry, complete with tasks, sample student work, and videos of instruction. I can't wait to use this incredible resource!" --Kara Jackson, associate professor, University of Washington College of Education

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About the Author

Melissa D. Boston, EdD, is a professor of mathematics education at Duquesne University. She teaches mathematics methods courses for elementary, middle, and high school teachers, and previously taught similar courses at Slippery Rock University and the University of Pittsburgh. Earlier, she taught middle school and high school mathematics. Dr. Boston provides professional development and conducts research across the United States. She has obtained and directed grants for professional development projects from the Heinz Foundation, National Science Foundation, and Spencer Foundation, and she has served as external evaluator for three Mathematics-Science Partnership grants. Dr. Boston is a member of the National Council of Teachers of Mathematics (NCTM), Association of Mathematics Teacher Educators (AMTE), and Pennsylvania Association of Mathematics Teacher Educators (PAMTE). She has served on NCTM's Student Explorations in Mathematics committee, as associate editor of Mathematics Teacher Educator (2012-2015), as series editor for NCTM's 2017-2018 Annual Perspectives in Mathematics Education, on NCTM's Principles to Actions Toolkit development team, and on research advisory boards. To learn more about Dr. Boston's work, follow @MBostonMath on Twitter. Amber G. Candela, PhD, is an assistant professor of mathematics education at the University of Missouri-St. Louis (UMSL). She currently teaches mathematics methods classes for prospective elementary, middle, and high school teachers in the teacher education program at UMSL. Previously, she taught middle school mathematics in both suburban and urban settings in Charlotte, North Carolina, and East Harlem, New York. Dr. Candela is focused on supporting teachers' implementation of cognitively challenging tasks so each and every student has access to high-quality mathematics. In 2016 she was honored with the Gitner Excellence in Teaching Award at UMSL. Dr. Candela is an active member of the National Council of Teachers of Mathematics (NCTM) and TODOS Mathematics for All organizations. She has worked in schools in St. Louis, Missouri, providing professional development on selecting and implementing tasks and is dedicated to supporting every learner in the classroom and focusing on how tasks are implemented in inclusive settings. To learn more about Dr. Candela's work, follow @AmCan36 on Twitter. Juli K. Dixon, PhD, is a professor of mathematics education at the University of Central Florida (UCF) in Orlando. She coordinates the award-winning Lockheed Martin/UCF Academy for Mathematics and Science for the K-8 master of education program, as well as the mathematics track of the doctoral program in education. Prior to joining the faculty at UCF, Dr. Dixon was a secondary mathematics educator at the University of Nevada, Las Vegas and a public school mathematics teacher in urban school settings at the elementary, middle, and secondary levels. She is a prolific writer who has authored and coauthored books, textbooks, chapters, and articles. She is also a lead author on the Making Sense of Mathematics for Teaching professional development book and video series as well as for K-12 school mathematics textbooks with Houghton Mifflin Harcourt. Especially important to Dr. Dixon is the need to teach each and every student. To learn more about Dr. Dixon's work supporting children with special needs, visit astrokeofluck.net; to learn more about Dr. Dixon's work supporting teachers, follow @thestrokeofluck on Twitter.

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Product details

Perfect Paperback: 168 pages

Publisher: Solution Tree Press (March 7, 2019)

Language: English

ISBN-10: 1947604090

ISBN-13: 978-1947604094

Product Dimensions:

8.3 x 0.6 x 10.9 inches

Shipping Weight: 1.1 pounds (View shipping rates and policies)

Average Customer Review:

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Amazon Best Sellers Rank:

#512,440 in Books (See Top 100 in Books)

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Making Sense of Mathematics for Teaching to Inform Instructional Quality (Applying the TQE Process in Teachers' Math Strategies), by Amber G. Candela PDF

Making Sense of Mathematics for Teaching to Inform Instructional Quality (Applying the TQE Process in Teachers' Math Strategies), by Amber G. Candela PDF

Making Sense of Mathematics for Teaching to Inform Instructional Quality (Applying the TQE Process in Teachers' Math Strategies), by Amber G. Candela PDF

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