estsellers - Teachers College Press

Curriculum, Instruction,
andAssessment
of Related Interest
Literacy and Justice Through
Photography, 19
Good Questions
Great Ways to Differentiate
Mathematics Instruction,
Second Edition
Marian Small, former Dean of Education at the
University of New Brunswick, longtime professor
of mathematics education, and bestselling author.
Visit her website at http://www.onetwoinfinity.ca
for in-person and online professional development.
Foreword by Diane Heacox
New
Edition
“Marian Small’s second
edition of Good
Questions will be
greatly celebrated by
this educator.... I have
shared the book with
mathematics teachers
across the United States
and Canada, and all
agree that it is solidly
built on best practices
in mathematics
and is an amazing
resource for teachers.”
—From the Foreword by Diane Heacox
Expanded to include connections to Common
Core State Standards (CCSS), as well as
National Council of Teachers of Mathematics
(NCTM) standards, this critically acclaimed
book will help every teacher and coach to meet
NEW
the challenges of differentiating mathematics
instruction in the K–8 classroom. Math education
expert Marian Small explains two powerful
and universal strategies that teachers can use
across all math content: Open Questions and
Parallel Tasks. Showing teachers how to get
started and become expert with these strategies,
Small also demonstrates more inclusive
learning conversations that promote broader
student participation and mathematical thinking
required by CCSS. Specific strategies and
examples for each grade band are organized
around NCTM content strands: Number and
Operations, Geometry, Measurement, Algebra,
and Data Analysis and Probability.
Best
Seller
The new second edition features:
• Icons that link questions and tasks to
specific Common Core State Standards.
• Many new examples with almost 300
questions and tasks.
• Teaching Tips sidebars.
• A template at the end of each chapter to
help readers build new tasks and open
questions.
• Guidance for creating a more inclusive
classroom learning community.
Audience: Mathematics teachers (K–8), curriculum
leaders, math coaches, and school
administrators; courses in teacher education,
mathematics methods, and professional
development.
2012/240 pp./PB, $29.95/5313-2 large format
A joint publication with NCTM (National Council of Teachers
of Mathematics) and available in Canada from Nelson
Education Ltd.
Also by Marian Small: See Author Index
Getting from
Arithmetic to Algebra
Balanced Assessments for the
Transition
Judah L. Schwartz teaches in the Department of
Education at Tufts University and is on the senior
staff of the Poincare Institute for Mathematics
Education at Tufts. Joan M. Kenney consults with
school districts on issues of mathematics curriculum
and classroom practice. Joan may be contacted
for professional development at joan_kenney@post.
harvard.edu.
New
Edition
NEW
“This book offers a collection
of engaging
problems that provide
middle school students
with opportunities to
think mathematically.
The problems are
grist for mathematical
thought—I had fun
working them!”
—Alan Schoenfeld,
University of California,
Berkeley
“This is a great teacher resource. The assessments
add a level of fun, interest, and challenge to the
mathematical curriculum. I recommend them for
use with students at all levels of ability and with
courses at all levels of rigor”
—Melanie Nichols, Dean of Academic
Affairs (ret.), Arkansas School for
Mathematics, Sciences and the Arts
Best
Seller
In this innovative book, two experienced educators
present a fresh and engaging approach
to mathematics learning in the middle grades
with the transition from arithmetic to algebra.
The authors provide a collection of balanced,
multi-dimensional assessment tasks designed
to evaluate students’ ability to work with
mathematical objects and perform mathematical
actions. Assisting teachers in their efforts
to put into practice the NCTM and Common
Core State Standards, these assessments were
carefully developed and tested to make them
as revealing and adaptable as possible, suitable
for incorporation into any curriculum. Teachers
will appreciate the explicit and illustrative
material the authors include to specifically help
assess the mathematical understanding of students
in grades 5–8. The text features a teachers’
guide to each task, reproducible student
tasks, and solutions and rubrics.
Audience: Pre- and inservice teachers (grades
5–8), mathematics coaches, curriculum specialists,
and professional development programs;
courses in mathematics methods for middle
school, assessment, curriculum and instruction.
2012/168 pp./PB, $29.95/5320-0
large format
Building Mathematics
Learning Communities
Improving Outcomes in Urban High
Schools
Erica N. Walker is associate professor of
Mathematics Education at Teachers College,
Columbia University.
Foreword by Bob Moses
New
Edition
NEW
Best
Seller
“This volume provides
insights into the role of
peer interactions in the
mathematics learning
process. The analysis
describes with a sense of
purpose a topic that is
typically overlooked in
discussions of mathematics
reform. The case
study is an important
contribution to the urban
mathematics education
literature.”
—William F. Tate, Edward Mallinckrodt
Distinguished University Professor in Arts
& Sciences, Washington University in St.
Louis
Drawing on the perceptions, behaviors, and
experiences of urban high school students—
both high and low achievers—this timely book
demonstrates ways to successfully engage
youth in learning mathematics. The author
presents a “potential” model rather than a
“deficit” model, complete with teaching strategies
and best practices for teaching mathematics
in innovative and relevant ways. This
resource offers practical insights for pre- and
inservice teachers and administrators on facilitating
positive interactions, engagement, and
achievement in mathematics, particularly with
Black and Latino/a students. It also examines
societal perceptions of urban students and how
these affect teaching and learning, policies,
and mathematics outcomes.
Based on extensive research in urban high
schools, the author identifies three key principles
that must be understood for teachers
and students to build strong mathematics
communities:
• Urban students want to be a part of
academically challenging environments.
• Teachers and administrators can
inadvertently create obstacles that thwart
the mathematics potential of students.
• Educators can build on existing student
networks to create collaborative and nonhierarchical
communities that support
mathematics achievement.
Audience: Pre- and inservice mathematics teachers,
teacher educators, coaches, supervisors, and
administrators; courses in secondary mathematics
education, urban education, education policy, and
sociology of education.
2012/176 pp./PB, $33.95/5328-6
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Curriculum and Instruction
to order: 800.575.6566 or www.tcpress.com
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