About the Series Editor |
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ix | |
About the Authors |
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xi | |
Foreword |
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xv | |
Introduction |
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1 | (4) |
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Chapter 1 Using High-Performing Collaborative Teams for Mathematics |
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5 | (20) |
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Effective Mathematics Professional Development |
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6 | (1) |
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Professional Development Paradigm Shift |
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7 | (1) |
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Adequate Time for Collaborative Teams |
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7 | (3) |
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Grade-Level Collaborative Mathematics Teams |
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10 | (3) |
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Change in Instructional Emphasis |
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13 | (7) |
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20 | (3) |
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The Future of Mathematics in Your School |
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23 | (2) |
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Chapter 1 Extending My Understanding |
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23 | (2) |
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Chapter 2 Implementing the Common Core Standards for Mathematical Practice |
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25 | (38) |
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The CCSS Mathematical Practices |
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26 | (31) |
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Mathematical Practice 1 Make Sense of Problems and Persevere in Solving Them |
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26 | (6) |
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Mathematical Practice 2 Reason Abstractly and Quantitatively |
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32 | (4) |
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Mathematical Practice 3 Construct Viable Arguments and Critique the Reasoning of Others |
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36 | (4) |
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Mathematical Practice 4 Model With Mathematics |
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40 | (4) |
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Mathematical Practice 5 Use Appropriate Tools Strategically |
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44 | (3) |
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Mathematical Practice 6 Attend to Precision |
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47 | (4) |
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Mathematical Practice 7 Look For and Make Use of Structure |
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51 | (3) |
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Mathematical Practice 8 Look For and Express Regularity in Repeated Reasoning |
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54 | (3) |
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Mathematical Practices Implementation |
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57 | (6) |
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Chapter 2 Extending My Understanding |
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59 | (4) |
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Chapter 3 Implementing the Common Core Mathematics Content in Your Curriculum |
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63 | (44) |
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Collaborative Content Analysis |
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64 | (3) |
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Kindergarten: What's the Mathematics? |
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67 | (32) |
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Grade 1 What's the Mathematics? |
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77 | (11) |
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Grade 2 What's the Mathematics? |
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88 | (11) |
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Mathematics Content: A Different Look at Emphasis |
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99 | (1) |
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Content Analysis by Domain |
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100 | (3) |
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103 | (4) |
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Chapter 3 Extending My Understanding |
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104 | (3) |
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Chapter 4 Implementing the Teaching-Assessing-Learning Cycle |
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107 | (22) |
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A Major Shift in the Function of Grades K---2 Mathematics Assessment |
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107 | (2) |
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The PLC Teaching-Assessing-Learning Cycle |
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109 | (14) |
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Standards-Based Report Cards |
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123 | (2) |
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The CCSS Consortia Assessments |
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125 | (4) |
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Chapter 4 Extending My Understanding |
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127 | (2) |
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Chapter 5 Implementing Required Response to Intervention |
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129 | (22) |
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Holding High Expectations for All Students |
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131 | (2) |
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Using Required RTI in Mathematics |
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133 | (2) |
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Monitoring Grades K---2 Student Assessment Performance to Identify Student Needs |
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135 | (3) |
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Planning Your RTI System of Support |
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138 | (8) |
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Developing Student Disposition and Motivation in Grades K---2 RTI |
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146 | (2) |
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Serving All Students Well |
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148 | (3) |
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Chapter 5 Extending My Understanding |
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148 | (3) |
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EPILOGUE Your Mathematics Professional Development Model |
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151 | (30) |
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Appendix A Sample Standards for Mathematical Content, PreKindergarten |
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153 | (4) |
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Appendix B Standards for Mathematical Practice |
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157 | (4) |
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Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content |
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160 | (1) |
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Appendix C Standards for Mathematical Content, Kindergarten |
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161 | (4) |
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161 | (4) |
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Appendix D Standards for Mathematical Content, Grade 1 |
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165 | (6) |
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166 | (5) |
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Appendix E Standards for Mathematical Content, Grade 2 |
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171 | (4) |
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171 | (4) |
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Appendix F Changes in Mathematics Standards, 1989--2010 |
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175 | (6) |
References and Resources |
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181 | (10) |
Index |
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191 | |