Build collective teacher efficacy and students’ mathematical thinking using the Mathematics in a PLC at Work™ lesson-design process. This second edition of the popular Mathematics Instruction and Tasks book guides preK–12 teacher teams in ensuring improved mathematics achievement. Gain new and enhanced understanding of research-affirmed instructional routines, and learn how to efficiently elicit high levels of student engagement and self-efficacy. Implement instructional strategies and methods of teaching mathematics in a professional learning community.
This book will help preK–12 mathematics teachers and teacher teams: - Identify essential mathematics content standards students learn during a unit
- Understand the importance of communicating the why of the essential mathematics learning standards to students
- Plan for the use of balanced rigor and mathematical routines to teach each content standard during instruction
- Use a balance of appropriate mathematics activities and tasks needed to develop conceptual understanding, procedural fluency, and application of mathematical concepts and skills
- Implement instructional math routines that ensure the formative learning of all students during lessons
Contents:
Preface
Introduction: The Mathematics at Work™ Lesson Design Framework
Chapter 1: Essential Learning Standards―The Why of the Lesson
Chapter 2: Prior-Knowledge Routines
Chapter 3: Mathematics Language Routines
Chapter 4: A Balance of Mathematical Tasks
Chapter 5: Mathematical Discourse Routines
Chapter 6: Lesson Closure Routines
Chapter 7: High-Quality Tier 1 Mathematics Intervention
Chapter 8: Analyzing the Effectiveness of Mathematics Instruction
Epilogue
Appendix A
Appendix B: Cognitive-Demand-Level Task Analysis Guide
Appendix C: Mathematics Instruction and Tasks in a PLC at Work Protocols and Tools
Timothy D. Kanold, PhD, is an award-winning educator, author, and consultant and national thought leader in mathematics. He is former director of mathematics and science and served as superintendent of Adlai E. Stevenson High School District 125, a model professional learning community (PLC) district in Lincolnshire, Illinois.
Dr. Kanold received the 2017 Ross Taylor/Glenn Gilbert Mathematics Education Leadership Award from the National Council of Supervisors of Mathematics, the international 2010 Damen Award for outstanding contributions to the leadership field of education from Loyola University Chicago, 1986 Presidential Awards for Excellence in Mathematics and Science Teaching, and the 1994 Outstanding Administrator Award from the Illinois State Board of Education. He serves as an adjunct faculty member for the graduate school at Loyola University Chicago.
To learn more about Timothy D. Kanold’s work, visit his blog, Turning Vision Into Action (www.turningvisionintoaction.today) and follow him on Twitter @tkanold.
Matthew R. Larson, PhD, is an award-winning educator and author who served as the K–12 mathematics curriculum specialist for Lincoln Public Schools in Nebraska for more than twenty years. He served as president of the National Council of Teachers of Mathematics (NCTM) from 2016–2018. Dr. Larson has taught mathematics at the elementary through college levels and has held an honorary appointment as a visiting associate professor of mathematics education at Teachers College, Columbia University.
Dr. Larson earned a bachelor’s degree and doctorate from the University of Nebraska–Lincoln, where he is an adjunct professor in the department of mathematics.
Bill Barnes is the chief academic officer for the Howard County Public School System in Maryland. He is also the second vice president of the NCSM and has served as an adjunct professor for Johns Hopkins University, the University of Maryland–Baltimore County, McDaniel College, and Towson University.
Barnes earned a bachelor of science degree in mathematics from Towson University and a master of science degree in mathematics and science education from Johns Hopkins University.
To learn more about Bill Barnes’s work, follow him on Twitter @BillJBarnes.
Sarah Schuhl is an educational coach and consultant specializing in mathematics, professional learning communities, common formative and summative assessments, school improvement, and response to intervention (RTI). She has worked in schools as a secondary mathematics teacher, high school instructional coach, and K–12 mathematics specialist.
To learn more about Sarah Schuhl’s work, follow her on Twitter @SSchuhl.
Mona Toncheff, an educational consultant and author, is also currently working as a project manager for the Arizona Mathematics Partnership (a National Science Foundation–funded grant). A passionate educator working with diverse populations in a Title I district, she previously worked as both a mathematics teacher and a mathematics content specialist for the Phoenix Union High School District in Arizona. In the latter role, she provided professional development to high school teachers and administrators related to quality mathematics teaching and learning and working in effective collaborative teams.
To learn more about Mona Toncheff’s work, follow her on Twitter @toncheff5.
