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5 Practices for Orchestrating Productive Mathematics Discussions Second Edition [Pehme köide]

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  • Formaat: Paperback / softback, 149 pages, kõrgus x laius: 229x152 mm, kaal: 360 g
  • Ilmumisaeg: 30-May-2018
  • Kirjastus: National Council of Teachers of Mathematics,U.S.
  • ISBN-10: 1680540165
  • ISBN-13: 9781680540161
Teised raamatud teemal:
5 Practices for Orchestrating Productive Mathematics Discussions Second EditionSuurem pilt
  • Formaat: Paperback / softback, 149 pages, kõrgus x laius: 229x152 mm, kaal: 360 g
  • Ilmumisaeg: 30-May-2018
  • Kirjastus: National Council of Teachers of Mathematics,U.S.
  • ISBN-10: 1680540165
  • ISBN-13: 9781680540161
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781680540161.html
Märksõnad:
Provides a model for facilitating discussions in mathematics classrooms based on the thinking of students. The modelanticipating, monitoring, selecting, sequencing and connectingfocuses on planning prior to the lesson and, in so doing, limits the amount of improvisation required during the lesson. This new edition is situated within current educational context (e.g., CCSSM and Principles to Actions) and offers details on how to plan for and engage students in K grade 12 classrooms in discussions that advance the learning of all students in the classroom. Included are a detailed lesson plan, lesson planning protocol, completed monitoring chart, and a list of task resources.

Whats new?

Guidance on what is involved in anticipating, including elaboration on assessing and advancing questions Details on what is involved in anticipating, including elaboration on assessing and advancing questions Expanded lesson planning discussion

Situated in the current educational context of the Common Core State Standards for Mathematics and NCTMs Principles to Actions, 5 Practices 2nd edition remains relevant for K grade 12 mathematics teachers and the coaches, teacher educators, professional developers, and supervisors that support them.
Dedication vii
Acknowledgements ix
Preface xi
Introduction 1(8)
Successful or Superficial? Discussion in David Crane's Classroom
4(2)
Analyzing the Case of David Crane
6(1)
Conclusion
7(2)
Chapter 1 Introducing the Five Practices
9(8)
The Five Practices
9(6)
Anticipating
10(1)
Monitoring
11(2)
Selecting
13(1)
Sequencing
13(1)
Connecting
14(1)
Conclusion
15(2)
Chapter 2 Laying the Groundwork: Setting Goals and Selecting Tasks
17(12)
Setting Goals for Instruction
17(2)
Resources for identifying learning
19(1)
Selecting an Appropriate Task
20(2)
Finding high-level tasks
22(2)
Matching tasks with goals for learning
24(3)
Conclusion
27(2)
Chapter 3 Investigating the Five Practices in Action
29(12)
The Five Practices in the Case of Darcy Dunn
29(6)
Analyzing the Case of Darcy Dunn
35(4)
Evidence of the five practices
35(1)
Anticipating
35(1)
Monitoring
36(1)
Selecting
36(1)
Sequencing
36(1)
Connecting
37(1)
Relating the five practices to learning opportunities
37(1)
Other noteworthy aspects of Ms. Dunn's instruction
38(1)
Use of the effective teaching practices
38(1)
Attention to equity and identity
39(1)
Engaging all students
39(1)
Conclusion
39(2)
Chapter 4 Getting Started: Anticipating Students' Responses and Monitoring Their Work
41(22)
Anticipating
41(11)
Anticipating strategies
41(3)
Responding to students
44(4)
Identifying responses that address mathematical goals
48(4)
Analysis of Anticipating in the Case of Nick Bannister
52(2)
Anticipating what students will do
53(1)
Planning how to respond to student approaches
53(1)
Identifying responses that address mathematical goals
54(1)
Monitoring
54(5)
Analysis of Monitoring in the Case of Nick Bannister
59(1)
Conclusion
60(3)
Chapter 5 Determining the Direction of the Discussion: Selecting, Sequencing, and Connecting Students' Responses
63(20)
Selecting and Sequencing
63(6)
Analysis of Selecting and Sequencing in the Case of Nick Bannister
69(1)
Connecting
70(8)
Analysis of Connecting in the Case of Nick Bannister
78(3)
Mathematical ideas: The meaning of the point of intersection
79(1)
Mathematical ideas: Functions switch positions at the point of intersection
79(1)
Mathematical ideas: Making connections among representations
80(1)
Conclusion
81(2)
Chapter 6 Ensuring Active Thinking and Participation: Asking Good Questions and Holding Students Accountable
83(14)
Asking Good Questions
84(7)
Regina Quigley's classroom
85(4)
Analyzing questioning in Regina Quigley's classroom
89(2)
Moves to Ensure Accountability
91(4)
Revoicing
92(1)
Asking students to restate someone else's reasoning
92(1)
Asking students to apply their own reasoning to someone else's reasoning
93(1)
Prompting students for further participation
94(1)
Using wait time
94(1)
Conclusion
95(2)
Chapter 7 Putting the Five Practices in a Broader Context of Lesson Planning
97(16)
Lesson Planning
98(12)
Developing thoughtful and thorough lesson plans
101(2)
The relationship between the Lesson Planning Protocol and the five practices
103(1)
Beyond the five practices
103(2)
Setting up or launching the task
105(3)
The role of a lesson plan
108(2)
Conclusion
110(3)
Chapter 8 Working in the School Environment to Improve Classroom Discussions
113(10)
Analysis of the Case of Maria Lancaster
117(2)
Other Efforts to Help Teachers Learn the Five Practices
119(1)
Steps teachers can take
120(1)
Conclusion
121(2)
Chapter 9 The Five Practices: Lessons Learned and Potential Benefits
123(7)
Lessons Learned
123(1)
Lesson 1 High-level, cognitively demanding tasks are a necessary condition for productive discussions
123(2)
Lesson 2 If all students solve a challenging task the same way, lesson reflection can provide clues as to why this may have occurred
125(1)
Lesson 3 Students need time to think independently before working in groups
126(1)
Lesson 4 The goals for the lesson should drive the teacher's selection of responses to share during a whole-4group discussion
127(1)
Lesson 5 If you leave students with advancing questions to pursue-you need to follow up with them to see what progress they made
128(1)
Lesson 6 A monitoring chart is an essential tool in orchestrating a productive discussion
129(1)
Potential Benefits 130(2)
Conclusion 132(1)
Appendix A Web-based Resources for Tasks and Lesson Plans 133(9)
Appendix B Lesson Plan for Building a Playground Task 142(1)
Appendix C Monitoring Chart-Bag of Marbles Task 143(2)
References 145(4)
Professional Development Guide 149
Margaret (Peg) Smith is a Professor Emerita at University of Pittsburgh. Over the past two decades she has been developing research-based materials for use in the professional development of mathematics teachers. She has authored or coauthored over 90 books, edited books or monographs, book chapters, and peer-reviewed articles including the best seller Five Practices for Orchestrating Productive Discussions (co-authored with Mary Kay Stein). She was a member of the writing team for Principles to Actions: Ensuring Mathematical Success for All and she is a co-author of two new books (Taking Action: Implementation Effective Mathematics Teaching Practices Grades 6-8 & 9-12) that provide further explication of the teaching practices first describe in Principles to Actions. She was a member of the Board of Directors of the Association of Mathematics Teacher Educators (2001-2003; 2003 2005), of the National Council of Teachers of Mathematics (2006-2009), and of Teachers Development Group (2009 2017).