Becoming a Reflective Mathematics Teacher. (Studies in Mathematical Thinking and Learning Series)

Ideal for preservice mathematics teachers who are taking methods courses or are student teaching, this research-based, activity-oriented guide offers a highly effective framework for teacher reflection and self-assessment. Highlighting inquiry-based, learner-centered teaching and grounded in a cognitive perspective, Becoming a Reflective Teacher of Mathematics, Third Edition features:

• Detailed observation instruments for observing other teachers
• Reflective activities that provide a structure for beginning teachers to think about their teaching
• Guidelines and instruments for supervisors to use when observing, conferencing with, and assessing beginning or student teachers

The Third Edition of Becoming a Reflective Teacher of Mathematics is aligned with the latest standards for teaching mathematics including the Common Core State Standards-Mathematics, and the latest assessments for mathematics teacher certification which place a high priority on reflective practice. Thoroughly revised and updated throughout, the Third Edition continues to provide preservice and in-service mathematics teachers with practical ideas for developing and honing reflective and self-analytical skills needed to advance and improve instruction.

Alice F. Artzt is Professor of Secondary Mathematics Education, Queens College of the City University of New York, USA.

Eleanor Armour-Thomas is Professor of Educational Psychology, Queens College of the City University of New York, USA.

Frances R. Curcio is Professor of Secondary Mathematics Education, Queens College of the City University of New York, USA.

Theresa J. Gurl is Assistant Professor of Secondary Mathematics Education, Queens College of the City University of New York, USA.