Mathematics Curriculum Topic Study
Bridging the Gap Between Standards and Practice
- Page Keeley - Consultant, Speaker, and Author
- Cheryl M. Rose - Tobey Education Group, LLC, Education Development Center, Newton, MA
Foreword by Joan Ferrini-Mundy
"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. "
-Katherine E. Stiles, Senior Program Associate, WestEd
"This resource supports continual professional growth of both content and pedagogical knowledge and will help teachers focus on the appropriate research. What a time saver this is!"
-Rhonda Naylor, National Board Certified Mathematics Teacher Campus Middle School, Englewood, CO
Attain the tools to plan and incorporate standards-based instruction that positively impacts student achievement!
Becoming an accomplished mathematics teacher requires not only a thorough understanding of content, but also a familiarity with mathematics standards and research. However, a strategy for translating standards and research into instructional practice has been lacking since the advent of standards-based education reform.
Mathematics Curriculum Topic Study provides a systematic professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment. Developed by authors Page Keeley and Cheryl M. Rose of the Maine Mathematics and Science Alliance, the NSF-funded Curriculum Topic Study (CTS) process can help educators align their practice with research-based concepts and skills required in local, state, and national standards. Successfully field-tested with hundreds of teachers, mathematics coordinators, and staff developers, this book contains 92 ready-to-use CTS guides arranged in seven categories that are aligned with NCTM content and process standards.
Designed to work in a variety of contexts, the CTS process will help teachers:
- Increase their content and pedagogical knowledge
- Better understand and access mathematics research
- Translate standards to the classroom in a conscious, scholarly way
- Learn to recognize and address learning difficulties
- Increase opportunities for all students to achieve mathematical literacy
An essential investment toward improving student achievement in mathematics for K-12 teachers, staff developers, directors of curriculum, department chairs and math educators, this innovative resource is also appropriate for preservice teachers and preservice higher education faculty.
"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."
"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!"
"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."
"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."
"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."
"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."
