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Conceptual and Procedural Knowledge
First Published in 1986. This book is intended for those people who are interested in how mathematics is learned. It is intended especially for those who are interested in the mental processes involved in becoming mathematically competent and the mental processes that inhibit such competency from developing. The volume opens with an overview of the issue and then traces the relationships between conceptual and procedural knowledge in mathematics from preschool days through the years of formal schooling. Mathematics educators and cognitive psychologists from a variety of perspectives contribute theoretical arguments and empirical data to illuminate the nature of the relationships and, in tum, the nature of mathematics learning.
Making Sense
This book presents several key principles for teaching mathematics for understanding that you can use to reflect on your own teaching, make more informed decisions, and develop more effective systems of instruction.
My Philosophy of Education
Teacher and educator Nathaniel Max Rock, believes he has been called to the profession of teaching, "By the will of God and the authority of Jesus Christ." In this bluntly forthright treatise on the state of education, Max lays out his perspective on multi-cultural education, federal and state standards and the harsh realities of student motivation. Additional material is included on the subjects of teacher personalities, curriculum design and the presentation of a radical high school model. Nathaniel Max Rock is an engineer by training with a masters in business. Max has been an educator since 2002 teaching the subjects of Algebra I, Geometry I, Honors Geometry I, AVID and CAHSEE test prep. 96 pages
Global Perspectives for Local Action
The Third International Mathematics and Science Study (TIMSS) is a rich source of information that can be used by a broad range of stakeholders to promote discussions and actions to improve K-12 mathematics and science teaching and learning. To support educators, administrators, parents, and others interested in education in using TIMSS materials, the National Research Council (NRC) has prepared a report, Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education (see "Resources"). This report will help educators, administrators, parents and others interested in education to understand what can be learned from TIMSS findings, and it will encourage the...
Learning to Improve
As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than “implementing fast and learning slow,” they believe educators should adopt a more rigorous approach to improvement that allows the field to “learn fast to implement well.” Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six ...
Narrative in Urban Planning
What do planners need to know in order to use narrative approaches responsibly in their practice? This practical field guide makes insights from narrative research accessible to planners through a glossary of key concepts in the field of narrative in planning. What makes narratives coherent, probable, persuasive, even necessary - but also potentially harmful, manipulative and divisive? How can narratives help to build more sustainable, resilient, and inclusive communities? The authors are literary scholars who have extensive experience in planning practice, training planning scholars and practitioners or advising municipalities on how to harness the power of stories in urban development.
Secondary Lenses on Learning Participant Book
This participant book, in combination with the facilitator's guide, forms a comprehensive professional development program designed to improve the efforts of site-based mathematics leadership teams for middle and high schools. Secondary Lenses on Learning prepares leaders to explore concepts in middle and high school algebra as a window into content, instruction, and assessment. You will learn how to assess the strengths and needs of your mathematics programs, set goals, and generate plans for ongoing improvement by engaging in extended explorations and conversations based on readings, problem-based activities, cases, and videos.
Collaborative Lesson Study
Discover how Lesson Study benefits both students and teachers. Unlike scripted curricula that strip teachers of professional decisionmaking, Lesson Study values teachers by expecting them to be agents of improvement in their own classrooms. This resource empowers readers to oppose reform efforts that minimize teacher agency by offering an evidence-based approach to teacher-led instructional improvement. The text provides structures for attending to students’ interests, knowledge, and values when planning, teaching, reflecting, and revising instruction. It also shows educators how to use Lesson Study to design culturally responsive, differentiated instruction for the K–12 classroom. Use t...
