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Resource Annex

Journal Articles

“Building classroom communities,” by E. Schaps, C. Lewis, and M. Watson (Thrust for Educational Leadership, 1997: Vol. 27, No. 1, pp. 14–18).

This article points out the characteristics and benefits of building classroom communities and includes two questionnaires to reliably measure students’ sense of community in classrooms.

“Relationships between research and the NCTM standards,” by J. Hiebert (Journal for Research in Mathematics Education, Vol. 30, No. 1, pp. 3–19).

In this article, the NCTM standards are examined by a mathematics education researcher. The role that research plays and should have in the creation of new mathematics standards is addressed. Brief summaries of some findings that are relevant to the standards are included.

“Unpacking the nature of discourse in mathematics classrooms,” by E. Knuth and D. Peressini (Mathematics Teaching in the Middle School, 2001: Vol. 6, No. 5, pp. 320–325).

This article examines the two different functions of classroom discourse: to communicate meaning and to generate meaning. Classroom dialogues are used to illustrate techniques and interpretation by teachers, as well as the understanding being developed by students during discourse.

“Why students with special needs have difficulty learning mathematics and what teachers can do to help,” by D. Allsopp, L. Lovin, G. Green, & E. Savage-Davis (Mathematics Teaching in the Middle School, 2003: Vol. 8, No. 6, pp. 308–314).

This article in the NCTM magazine for middle school teachers gives clear descriptions of the ways in which students with a variety of special needs struggle with learning mathematics. It includes advice on how to modify instruction to meet the needs of these students, and to help these students see the joy in doing mathematics.

Books

Adding it up: Helping children learn mathematics, edited by J. Kilpatrick, J. Swafford, and B. Findell (Washington, DC: National Academy Press, 2001).

This book includes an exploration of how children learn mathematics; recommended changes for teaching, curricula, and teacher education in order to improve the learning of mathematics; and a set of guidelines, with the goal of mathematical proficiency for every student. Examples are presented throughout the book to clarify recommendations and terminology. Although this book focuses on the content strand of number and operation for grades pre-K–8, the five strands of mathematical proficiency are insightful reading for any mathematics educator or administrator.

Before it’s too late: A report to the nation from the National Commission on Mathematics and Science Teaching for the 21st Century, by the National Commission on Mathematics and Science Teaching for the 21st Century (Washington, DC: U.S. Department of Education, 2000).

This report discusses the importance of better teaching as the way to improve the performance of students in mathematics and science. Some traits of high-quality teaching are listed. Problems that interfere with improvement are identified and discussed. Three goals for improvement and action strategies for meeting these goals are addressed.

Beyond arithmetic: Changing mathematics in the elementary classroom, by J. Mokros, S.J. Russell, and K. Economopoulos (Palo Alto, CA: Dale Seymour, 1995).

The authors share ideas about teaching and curriculum that align with the NCTM standards. Examples of actual classroom conversation and work of students from diverse backgrounds are provided. Most examples are from elementary classrooms although the ideas could extend to middle level.

Content-focused coaching: Transforming mathematics lessons, by L. West and F. Staub (Portsmouth, NH: Heinemann, 2003).

Content-Focused Coaching is a long-range professional development practice where coaches work with individuals or groups of classroom teachers to design, implement, and reflect on rigorous lessons that support student learning. The three CD-ROMs that are included contain videos of coaching sessions that can be shared with K–8 staff developers, teacher leaders, and administrators.

Designing groupwork: Strategies for the heterogeneous classroom (2nd ed.), by E.G. Cohen (New York, NY: Columbia University, Teachers College Press, 1994).

This book blends theory and practice, including strategies for teachers who are beginning to use groupwork as a means of maximizing students’ learning. Strategies are included for high quality instruction for all students in culturally and academically diverse classrooms.

Do I really have to teach reading? Content comprehension, grades 6–12, by C. Tovani (Portland, ME: Stenhouse, 2004).

In this book, the author teaches the reader how to apply reading comprehension strategies in any content area in grades 6–12, including tips for balancing content and reading instruction. The book contains examples of how teachers can model their reading process for students; ideas for supplementing and enhancing the use of required textbooks; detailed descriptions of specific strategies for reading in mathematics; stories from different high school classrooms; and samples of student work, including both struggling readers and college-bound seniors.

Everybody counts: A report to the nation on the future of mathematics education, by the Mathematical Sciences Education Board (Washington, DC: National Academy Press, 1989).

This report discusses why many students do not perform well in mathematics and suggests solutions for revitalizing mathematics from kindergarten through college. Information on curriculum, teaching, assessment, human resources, and national needs is included.

A framework for understanding poverty (Rev. ed.), by Ruby K. Payne (Baytown, TX: RFT, 1998).

The author educates people about the differences that separate economic classes and ways to overcome them. The central issues to teaching students from poverty are presented. Teachers are provided with strategies that can be used immediately to improve instruction in the classroom. Case studies, personal stories, and observations are included.

Foundations for success: Mathematics expectations for the middle grades [Consultation draft], project directed by L. E. McGiffert (Washington, DC: Achieve, Mathematics Achievement Partnership, 2002).

This publication identifies the knowledge and skills that students need to develop by the end of eighth grade in order to be successful in high school. Included are clear expectations for what students need to know, understand, and be able to do in the topics of number, data, geometry, and algebra. Sample problems are included to illustrate the scope, depth, and meaning of these expectations.

How people learn: Brain, mind, experience, and school (Expanded ed.), by J.D. Bransford, A.L. Brown, and R. Cocking (Washington, DC: National Academy Press, 2000).

The authors provide information on exciting new research about the mind and the brain that answers questions including: When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do—with curricula, classroom settings, and teaching methods—to help students learn more effectively? The text contains illustrations of how theories and insights can translate into actions and practice.

How people learn: Bridging research and practice, edited by M.S. Donovan, J.D. Bransford, and J.W. Pellegrino (Washington, DC: National Academy Press, 1999).

This report explains how to integrate information from research on teaching and learning into classroom practice in order to increase the academic achievement of students. Information from research on the design of curricula, instruction, assessments, and learning environments is provided.

Mathematical proficiency for all students: Toward a strategic research and development program in mathematics education, by the RAND Mathematics Study Panel (Santa Monica, CA: RAND, 2003).

This report discusses the need for a long-term program of research and development to improve mathematics education. This program would help to raise the level of mathematical proficiency and remove the inequalities that affect the achievement of students from different cultural and ethnic groups.

Mathematics assessment: Cases and discussion questions for grades 6–12, edited by W.S. Bush (Reston, VA: National Council of Teachers of Mathematics, 2000).

This book presents 16 case studies that describe activities involving students and teachers engaged in mathematics assessment situations in grades 6–12. Examples, reflections, explanations, and tips are shared that will help the reader discover the role of assessment in redesigning teaching and learning in mathematics. This professional development tool can be used by teachers who want to change the way they evaluate students and by those who have struggled with evaluation.

Mathematics assessment: Myths, models, good questions, and practical suggestions, edited by J. K. Stenmark (Reston, VA: National Council of Teachers of Mathematics, 1991).

This booklet is filled with examples of authentic assessment techniques in mathematics that focus on student thinking. There are suggestions about mathematics portfolios, performance assessments, and useful questions to ask students. Process and communication in mathematics are emphasized in this book.

The open-ended approach: A new proposal for teaching mathematics, edited by J.P. Becker and S. Shimada (Reston, VA: National Council of Teachers of Mathematics, 1997).

This publication is a translation of a Japanese collection of essays on open-ended problems in mathematics and their use in and development for the classroom. The use of open-ended questioning to assess and evaluate student higher-order thinking skills is also included. Sample lessons using this approach are provided.

Student-involved classroom assessment (3rd ed.), by R.J. Stiggins (Upper Saddle River, NJ: Prentice-Hall, 2001).

This book focuses on showing teachers how to develop high-quality assessments that build student confidence and benefit student achievement. The publication discusses how to manage daily classroom assessment effectively and efficiently, the importance of matching achievement targets to assessment methods, practical guidelines on constructing a range of assessments, and strategies for communicating student achievement.

Writing in math class: A resource for grades 2–8, by M. Burns (Sausalito, CA: Math Solutions, 1995).

The author provides information about why writing should be part of mathematics instruction. She describes five different types of writing assignments for mathematics. Tips and suggestions on incorporating writing into mathematics teaching are also provided along with illustrations of student work. The author provides information about what happened in real classrooms when writing was used in mathematics lessons.

Web Sites

American Mathematical Society (AMS)
www.ams.org

AMS was formed to promote mathematical research and its uses, strengthen mathematical education, and foster awareness and appreciation of mathematics and its connections to other disciplines and to everyday life. This site contains a bookstore, library, high school competitions and math games, news on mathematics and science awards and current events, and a listing of current worldwide workshops and conferences.

Annenberg/CPB
www.learner.org

This site contains multimedia resources to help teachers improve their teaching practice and increase their understanding of mathematics. Use of videos and professional development is free. Topics include assessment, student work, classroom discourse, mathematics content, and critical issues in school reform.

Association for Supervision and Curriculum Development (ASCD)
www.ascd.org

The site contains current and archived online issues of two major publications, Educational Leadership and Journal of Curriculum and Supervision. Mathematics is a popular theme for both publications. Other topics include the brain and learning, curriculum integration, differentiated instruction, mentoring, multicultural education, multiple intelligences, problem-based learning, and performance assessment.

Education Development Center, Inc.
www.edc.org

This site includes the Center of Mathematics Learning and Teaching, the Center for Mathematics Education, Online Professional Development, and many projects and publications centered on the teaching and learning of mathematics. Descriptions, results, and many publications of the projects are linked to this site.

Federal Resources for Educational Excellence
http://wdcrobcolp01.ed.gov/cfapps/free/displaysubject.cfm?sid=6

This site lists Web sites for more than 50 free resources for educators. Included are assessments, classroom activities, online tools and tutorials, mathematics competitions, and articles.

Figure This! Math Challenges for Families
www.figurethis.org

This site was designed to provide an exciting and family-friendly way to become more involved in learning math. It contains many interactive games, puzzles, and challenges for students, teachers, and families to enjoy alone or together while encouraging students to learn more mathematics.

Illuminations on NCTM Web Site
www.illuminations.nctm.org

This Web site is a product of the Illuminations Project, a partnership between MarcoPolo and NCTM. It is filled with interactive lessons for classroom, teacher, or student use. The lessons facilitate teacher knowledge of what the NCTM standards look like in the classroom in ways that allow teachers to work on their own or with other educators.

Marco Polo
www.marcopolo-education.org

This Web site is filled with lessons that are based on recent news and cross content areas (e.g., lessons that teach to standards in art and math, economics and math, science and math, and social studies and math). Also on this site are opportunities for professional development and state standards alignment.

Math Forum
www.mathforum.org

This site includes “Ask Dr. Math,” an online mathematics resource for students and teachers. Also included are problems of the week, online discussion groups, an Internet newsletter, and other resources for teachers and parents who have questions about teaching mathematics.

MathWorld
http://mathworld.wolfram.com

The site is a comprehensive and interactive mathematics encyclopedia intended for students, educators, math enthusiasts, and researchers, continuously updated to include new material and incorporate recent discoveries.

National Association of Elementary School Principals (NAESP)
www.naesp.org

The site contains articles and publications on mathematics as one of the leadership topics. Many articles address issues surrounding teaching and administrative support needed for mathematics learning. Abstracts and selected full texts are available to everyone; full texts of articles and publications are available to members only.

National Association of Secondary School Principals (NASSP)
www.nassp.org

The site contains links to two major NASSP publications: NASSP Bulletin (which ends in 2005) and Principal Leadership. Both publications focus on leadership, school reform, professional development, and improvement to meet standards. Selected articles of current issues are available to all users; archived materials are available to members only.

National Council of Teachers of Mathematics
www.nctm.org

The site is full of interactive lessons, recent news that impacts the teaching and learning of mathematics, lists of upcoming professional development opportunities and conferences, and a catalogue of available resources. There are selected articles from the publications Teaching Children Mathematics, Mathematics in the Middle School, Mathematics Teacher (high school), and Journal for Research in Mathematics, as well as ON-Math (an online journal of school mathematics).

National Education Association (NEA)
www.nea.org

The site provides links to NEA’s publications—NEA Today, Thought and Action, and Tomorrow’s Teacher—that feature articles on mathematics. Online mathematics resources are also available to support schools and teachers.

Northwest Regional Educational Laboratory (NWREL)
www.nwrel.org

NWREL’s Web site contains many free and online resources. The Mathematics and Science Education Center provides resources to support the teaching and learning of mathematics, including resources for Lesson Study and issues of Northwest Teacher and It’s Just Good Teaching (available for purchase or download). Resources are also available for teaching diverse student populations including English language learners, supporting professional development, and implementing the school change process.

Regional Educational Laboratory Web Sites
www.relnetwork.org

Each of the 10 Regional Educational Laboratories serves a different geographic region of the nation and has a designated national leadership area. All of the Laboratories’ Web sites can be accessed on this site.

State Department of Education Web sites also provide useful information pertaining to teaching, learning, and assessing mathematics in your state.