Teaching - Mathematics, Classroom Planning, Mathematics - Study & Teaching

Mathematics Curriculum Topic Study: Bridging the Gap Between Standards and Practice

Name: Mathematics Curriculum Topic Study: Bridging the Gap Between Standards and Practice
Author: Cheryl Rose Tobey
ISBN: 9781412926447

by Cheryl Rose Tobey, Page Keeley

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Overview

The Curriculum Topic Study (CTS) process provides a professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment.

Synopsis

The Curriculum Topic Study (CTS) process provides a professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment.

About the Author, Cheryl Rose Tobey

Page Keeley, 2008-2009 president of the National Science Teachers Association, is the senior program director for science at the Maine Mathematics and Science Alliance (MMSA). Her work at the MMSA involves leadership and professional development for teachers and leaders in Maine and nationally, as well as the development of materials and tools to support science teaching and learning. She is the principal investigator and project director of three NSF-funded projects, including Curriculum Topic Study, The Northern New England Co-Mentoring Network, and PRISMS: Phenomena and Representations for the Instruction of Science in Middle Schools. She serves on several national advisory boards for science education and consults with schools and organizations throughout New England and nationally. She was a fellow in the first cohort of the National Academy for Science Education Leadership and serves as a mentor and learning colleague for new fellows. She has taught inquiry science as an adjunct instructor for the University of Maine. Prior to working at the MMSA, Keeley taught as a middle school and high school science teacher for 15 years. During that time, she served as president of her state science teachers association and served two terms on the executive board of the National Science Teachers Association. She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken National Educator Award in 1993, and was the AT&T Maine Governor's Fellow for Technology in 1994. Prior to teaching, she worked as a research assistant in immunodeficiency diseases at the Jackson Laboratory in Bar Harbor, Maine. She received her undergraduate degree in lifesciences from the University of New Hampshire and her master's in science education from the University of Maine.

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Editorials

Katherine E. Stiles

"This book addresses the needs of teachers at every level in their teaching careers, as well as those who support and work with teachers. The processes can be used individually to guide professional learning and teaching, or within almost any professional development structure for facilitating group learning. The CTS process is collegial and scholarly, and truly does bridge the gap between what we know and what we do as educators."

Rhonda Naylor

"Mathematics Curriculum Topic Study supports continual professional growth of both content and pedagogical knowledge. The CTS Guides will help teachers focus on the appropriate research. What a time saver this is!"

Cathy Carroll

"Keeley and Rose provide a tool for educators to bring research to bear in practice in a way that supports teacher development of content knowledge, which, in turn, will increase student achievement."

Joan Ferrini-Mundy

"The book accomplishes the dual purposes of providing thoughtful and careful interpretation and expansion of standards as well as providing a concrete knowledge, interact with local standards, examine coherence, consider learning issues, and improve pedagogy and assessment seems ideal for the contemporary educational environment. "

Mathematics Teaching in the Middle School

"Provides a framework where educators are encouraged to 'help themselves' by engaging in a cycle of 'inquiry, study, and reflection' to inform their decision making where 'practice' decisions are concerned. For those charged with designing curriculum, there is much of value to consider."

Mathematics Teacher

"This book is based on the premise that the mathematics educator is a professional who actively pursues his or her own learning in mathematics and mathematics education. An excellent resource for self-study and the professional development of teachers."