Examining Mathematics Practice Through Classroom Artifacts: Turning to Evidence
Offering an innovative framework, this book helps teachers learn how to use classroom artifacts to assess students' mathematical thinking and students' understanding of mathematical content. Teachers need to be able to diagnose what their students do and don't understand about ma... read full description below.
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Full details for this title
| Interest Age |
All ages |
| Reading Age |
All ages |
| Library of Congress |
Mathematics - Study and teaching (Middle school), Curriculum planning, Mathematics - Study and teaching (Primary), Educational evaluation |
| NBS Text |
Education & Teaching |
| ONIX Text |
Professional and scholarly |
|
| Number of Pages |
192 |
| Dimensions |
Width: 187mm
Height: 232mm
Spine: 10mm |
| Weight |
288g |
|
| Dewey Code |
372.7044 |
| Catalogue Code |
Not specified |
Description of this Textbook
Offering an innovative framework, this book helps teachers learn how to use classroom artifacts to assess students' mathematical thinking and students' understanding of mathematical content. Teachers need to be able to diagnose what their students do and don't understand about mathematics. Examining Mathematics Practice through Classroom Artifacts helps teachers become more analytic about their students' thinking by showing them how to use student artifacts to evaluate what is happening in the classroom. Focusing on elementary through middle grades, chapters investigate what classroom artifacts are, how to interpret them and ways to use this data to improve mathematics instruction.
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Awards & Reviews
| NZ Review |
The book takes a qualitative view of a quantitative subject, which is not easy to do successfully. The discussion on the strengths of using habits of mind as a basis for lesson plan evaluation was very strong. I would use that idea as the basis for PD in my own school district. - Julie A. Drewry, K-12 Mathematics Supervisor, Roanoke City Public Schools, Roanoke, VA I thought the book addressed a need. So much of our PD is geared toward our new, inexperienced teachers that our veterans are often left to fend for themselves. This book is really geared for the more experienced teacher. It examined and delineated the thinking that needs to occur to develop mathematically strong instruction and to improve our analysis of students' thinking. It shifted our attention from errors as merely mistakes, to errors that help us to identify strengths as well as weaknesses. How to interpret student thinking based on artifacts from the classroom, how to identify the mathematical big ideas in curriculum, how to ensure the rigor of our lessons, and how students represent their mathematical thinking as well as using errors to develop next steps are the key ideas of this manuscript. All of these topics are critical components of quality instruction. - Jane Elizabeth Gillis, Math Cadre, Red Clay Consolidated School District, Wilmington, DE |
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Author's Bio
Lynn Goldsmith began her career as a developmental psychologist, where her major research interests lay in understanding the formal and informal systems that support the development of extreme talent. For the past 20 years, she has worked in the field of mathematics education, investigating factors contributing to successful professional development, the role of curriculum in educational reform, and the emotional aspects of learning. She has co-authored Choosing a Standards-based Mathematics Curriculum (Heinemann, 2000), served as series co-editor of the Guiding Middle-grades Curriculum Decisions series (Heinemann, 2000), and co-authored Nature's Gambit: Child Prodigies and the Development of Human Potential (Teachers College Press, 1991). Nanette Seago was the primary author of Learning and Teaching Linear Functions: Videocases for Mathematics Professional Development. She has been working in mathematics professional development for twenty years. Currently, she is working at WestEd as a Principal Investigator for a National Science Foundation project focused on the research and design of videocase materials for middle school teachers--Learning and Teaching Geometry.
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