Making Sense of Mathematics for Teaching High School: Understanding How to Use Functions

Develop a deep understanding of mathematics by grasping the context and purpose behind various strategies. This user-friendly resource presents high school teachers with a logical progression of pedagogical actions, classroom norms, and collaborative teacher team efforts to increase their knowledge and improve mathematics instruction. Explore strategies and techniques to effectively learn and teach significant mathematics concepts and provide all students with the precise, accurate information they need to achieve academic success. Combine their understanding of functions and algebraic concepts so they can better decipher the world.

Benefits

• Explore how to develop, select, or modify mathematics tasks in order to balance cognitive demand and engage students.


• Discover the three important norms to uphold in all mathematics classrooms.


• Learn to apply the tasks, questioning, and evidence (TQE) process to grow as both learners and teachers of mathematics.


• Gain clarity about the most productive progression of mathematical teaching and learning for high school.


• Watch short videos that show what classrooms that are developing mathematical understanding should look like.

Contents
Introduction
1. Equations and Functions
2. Structure of Equations
3. Geometry
4. Types of Functions
5. Function Modeling
6. Statistics and Probability
Epilogue: Next Steps
Appendix: Weight Loss Study Data
References
Index

Edward C. Nolan is preK-12 director of mathematics for Montgomery County Public Schools in Maryland. He has nineteen years of classroom experience in both middle and high schools and was department chair for fifteen years.

His research interests lie in supporting students to develop algebraic thinking and reasoning. Edward is also a consultant for the Resident Teacher Professional Preparation Program at the University of Central Florida, where he provides support for preservice teachers and their in-service mentors on the Common Core State Standards for mathematics.

He has been published in state and national journals, and he has presented at state and national conferences, including webinars for the National Council of Teachers of Mathematics (NCTM) and TODOS mathematics organization.

Edward won the Presidential Award for Excellence in Mathematics and Science Teaching in 2005. An active member of the NCTM, he is executive director of the Maryland Council of Teachers of Mathematics and president-elect of the Maryland Council of Supervisors of Mathematics.

Juli K. Dixon, PhD, is a professor of mathematics education at the University of Central Florida. An active researcher, she has also taught mathematics at the elementary, middle, and secondary levels. Dr. Dixon is focused on improving teachers' mathematics knowledge for teaching so that they can communicate and justify mathematical ideas and also expect their students to explain their mathematical thinking.

She is a prolific writer of K-12 books, textbooks, book chapters, and articles. Dr. Dixon has delivered keynotes and other presentations throughout the United States. She has served as chair of the National Council of Teachers of Mathematics Student Explorations in Mathematics Editorial Panel and as a board member of the Association of Mathematics Teacher Educators. At the state level, she has served on the board of directors for the Nevada Mathematics Council and is past president of the Florida Association of Mathematics Teacher Educators.

Farshid Safi, PhD, is an associate professor of mathematics education at the College of New Jersey. He focuses on developing teachers' conceptual understanding of elementary and secondary mathematics and connecting essential mathematical topics.

Dr. Safi has taught mathematics and mathematics education content and methods courses at several Universities. As a public school mathematics teacher, he has taught courses ranging from algebra to advanced placement calculus courses.

Dr. Safi has written articles for national and international journals and presented at state, national, and international conferences. He is a member of the National Council of Teachers of Mathematics and Association of Mathematics Teacher Educators (state and national levels) and has served in leadership positions for both organizations.

Erhan Selcuk Haciomeroglu, PhD, is an associate professor of mathematics education at the University of Central Florida. His research focuses on the conceptual understanding of calculus and technology integration in teaching and teacher education.

During his graduate studies at Florida State University, Dr. Haciomeroglu taught several undergraduate courses for the Department of Mathematics and the Mathematics Education Program in the Department of Middle and Secondary Education. Previously, he was a high school mathematics teacher in Turkey, teaching a variety of mathematics courses ranging from arithmetic to calculus, for eight years.