Elevating clinical practice in mathematics education has potential to greatly transform the preparation of effective mathematics teachers. In the current climate of education, clinical practice includes: (1) traditional undergraduates in an educator preparation program, (2) post-baccalaureate individuals who have a degree in another field who are working on their initial teacher license, and (3) teachers in residency programs where full-time teachers are simultaneously earning their license. This book provides cases of all three groups with an emphasis on how clinical practices and course work effectively prepares effective mathematics teachers. This book showcases 51 examples of clinical practice in mathematics education. The cases are organized in chapters with each chapter focused on one of the National Council for Teachers of Mathematics Effective Teaching Practices (NCTM, 2014). Each chapter includes cases aligned to the 8 Teaching Practices with discussion questions and an example clinical practice activity.
Chapter
1. Establish Mathematics Goals to Focus Learning; Drew Polly,
Christie S. Martin, Basil Conway IV, K. Elizabeth Hammonds, Stefanie D.
Livers, Christine Taylor, Jennifer Ward, Jessica James Hale, Leteefah
Id-Dee;
Chapter
2. Implement Tasks That Promote Reasoning and Problem Solving; Drew
Polly, Christie S. Martin, Susan Ahrendt, Charlie P. Buckley, and Rebecca
Dennis-Canges, Mark Causipin and Mona Ibrahim, Carrie S. Cutler and Aidong
Zhang, Patricia Dickinson, Ryan Flessner and Laura Ann Hayden, Teri Kurz ,
Tirupalavanam G. Ganesh;
Chapter
3. Use and Connect Mathematical Representations; Drew Polly, Christie
S. Martin, Esther Billings, Laura Bitto, Laurel Dias, Madeline Hunley, Tracy
Dobie, Nicole Fletcher, Audrey Meador, Raymond Flores, Minju Yi, Antwan
Allen, Kimberly Melgar, Jennifer Thompson, Allyson Hallman-Thrasher, Kayla
Heacock, Lizhen Chen, Courtney Koestler;
Chapter
4. Facilitate Meaningful Mathematical Discourse; Drew Polly, Christie
S. Martin, Nicole Garcia and Meghan Shaughnessy, Luke T. Reinke, Debra
Monson, Julie Bacak and Madelyn W. Colonnese, Heather Beasley and Hala
Ghousseini, Brittany Castanheira and Susan O. Cannon, Catharina Middleton and
Eugenia Hopper, Cyndi Edgington, Jennifer Gorman and Karen H. Larwin, Andrew
M. Gatza and Cresta Hancock, Büra Kartal;
Chapter
5. Posing Purposeful Questions; Christie S. Martin, Drew Polly, Tonya
Campbell and Kate Raymond, Kristin E. Harbour ,Christie S. Martin, Li Sun,
Candace Joswick, Kimberly A. Conner, Sheila Orr, Kristen Bieda, Belinda P.
Edwards, Brian R. Lawler, Anne Steketee, Trisha Sugita, Shayne
Brophy-Felbab;
Chapter
6. Build Procedural Fluency From Conceptual Understanding; Drew
Polly, Christie S. Martin, Aaron R. Gierhart, Audrey Meador, Nicole Fletcher,
Derek Pope, Kathryn Mary Rupe, Rebecca S. Borowski;
Chapter
7. Support Productive Struggle in Learning Mathematics; Drew Polly,
Christie S. Martin, Melinda Knapp, Barbara Swartz, Esther Billings, Mark
Koester, Kimberly A. Mahovski, Jennifer Harding-Middleton, Hyun Jung Kang;
Chapter
8. Elicit and Use Evidence of Student Learning; Drew Polly, Christie
S. Martin, Katherine Baker, Kathleen Nitta, Lara K. Dick, Denisse M.
Hinojosa, Emily P. Bonner, Keith Kerschen, Ryann N. Shelton, Trina L.
Wilkerson, Denise Lindstrom, Sarah Selmer, Jennifer Phaiah, Lindsay Keazar,
Meghan Shaughnessy,Timothy Boerst; Amy Smith, Nicola M. Hodkowski;
Chapter
9. Looking Across the
Chapters; Drew Polly.
Drew Polly is a professor in the Elementary Education program at the University of North Carolina at Charlotte, USA.
Christie S. Martin is an associate professor in the Instruction and Teacher Education Department at the University of South Carolina in Columbia, USA.
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