Examining Mathematics Practice through Classroom Artifacts
Published on 9. March 2012
Book
Paperback/Softback
192 pages
978-0-13-210128-8 (ISBN)
Description
Examining Mathematics Practice through Classroom Artifacts helps teachers become more analytic about their students' thinking by showing them how to use student artifacts to evaluate what is happening in the classroom. Offering an innovative framework, this book helps teachers learn how to use classroom artifacts to assess students' mathematical thinking and students' understanding of mathematical content. Focusing on elementary through middle grades, chapters investigate what classroom artifacts are, how to interpret them and ways to use these data to improve mathematics instruction.
A complimentary access code for the online PDToolkit (http://pdtoolkit.pearson.com) inside every new book gives mathematics leaders access to:
Video Clips
Downloadable Worksheets
A complimentary access code for the online PDToolkit (http://pdtoolkit.pearson.com) inside every new book gives mathematics leaders access to:
Video Clips
Downloadable Worksheets
Reviews / Votes
"The book takes a qualitative view of a quantitative subject, which is not easy to do successfully. The discussion on the strengths of using habits of mind as a basis for lesson plan evaluation was very strong. I would use that idea as the basis for PD in my own school district."- Julie A. Drewry, K-12 Mathematics Supervisor, Roanoke City Public Schools, Roanoke, VA
"[This book] examined and delineated the thinking that needs to occur to develop mathematically strong instruction and to improve our analysis of students' thinking. It shifted our attention from errors as merely mistakes, to errors that help us to identify strengths as well as weaknesses. How to interpret student thinking based on artifacts from the classroom, how to identify the mathematical "big ideas" in curriculum, how to ensure the rigor of our lessons, and how students represent their mathematical thinking as well as using errors to develop next steps are the key ideas of this manuscript. All of these topics are critical components of quality instruction."
- Jane Elizabeth Gillis, Math Cadre, Red Clay Consolidated School District, Wilmington, DE
More details
Persons
Lynn Goldsmith began her career as a developmental psychologist, where her major research interests lay in understanding the formal and informal systems that support the development of extreme talent. For the past 20 years, she has worked in the field of mathematics education, investigating factors contributing to successful professional development, the role of curriculum in educational reform, and the emotional aspects of learning. She has co-authored Choosing a Standards-based Mathematics Curriculum (Heinemann, 2000), served as series co-editor of the Guiding Middle-grades Curriculum Decisions series (Heinemann, 2000), and co-authored Nature's Gambit: Child Prodigies and the Development of Human Potential (Teachers College Press, 1991).
Nanette Seago was the primary author of Learning and Teaching Linear Functions: Videocases for Mathematics Professional Development. She has been working in mathematics professional development for twenty years. Currently, she is working at WestEd as a Principal Investigator for a National Science Foundation project focused on the research and design of videocase materials for middle school teachers-Learning and Teaching Geometry.
Nanette Seago was the primary author of Learning and Teaching Linear Functions: Videocases for Mathematics Professional Development. She has been working in mathematics professional development for twenty years. Currently, she is working at WestEd as a Principal Investigator for a National Science Foundation project focused on the research and design of videocase materials for middle school teachers-Learning and Teaching Geometry.
Content
Preface
Acknowledgments
Chapter 1: Turning to the Evidence
Vignette: Jeffrey Stockdale
What are artifacts and why analyze them?
Learning to see through multiple lenses
Our vision of mathematical learning and teaching
A framework for using artifacts skillfully
Section 1: Attending to thinking
Chapter 2: Describing and Interpreting Classroom Artifacts
Vignette: Lorena and Linda's solution to the Crossing the River problem
Why focus on evidence?
Using artifacts in your own classroom
Wrapping Up
Additional Exercises: Two Video Interviews
Chapter 3: Seeing the Potential in Student Thinking
Vignette: Toll House Cookies and other "errors"
Why focus on errors?
Using errors to see potential, instead of just deficits, in students' thinking
General commentary about errors
Working with errors in your own practice
Wrapping up
Section 2: Attending to content
Chapter 4: Keeping an Eye on Rigorous Mathematics
Vignette: Jasmine and Nguyet
Naming and framing mathematical rigor
General Commentary on Using Mathematical Frameworks to Consider Mathematical Rigor
Wrapping Up
Chapter 5: Choosing, Using, and Connecting Mathematical Representations
Vignette: Ms. Ridgeway
General Commentary about Representations
Exercises
Your Own Practice and Work with Representations
Wrapping Up
Additional exercises
Section 3: Putting it All Together in the Classroom
Chapter 6: Putting it All Together
Vignette: Jeffrey Stockdale Part II
Exercises: Integrated Analysis of Whole Lessons
Linking to your own practice
Final thoughts
References
Book Study Guide
Deciding on a Facilitator
Structuring Your Book Study Sessions
Book Study Questions for Each Chapter
Reading Reaction Sheet
Appendices
Acknowledgments
Chapter 1: Turning to the Evidence
Vignette: Jeffrey Stockdale
What are artifacts and why analyze them?
Learning to see through multiple lenses
Our vision of mathematical learning and teaching
A framework for using artifacts skillfully
Section 1: Attending to thinking
Chapter 2: Describing and Interpreting Classroom Artifacts
Vignette: Lorena and Linda's solution to the Crossing the River problem
Why focus on evidence?
Using artifacts in your own classroom
Wrapping Up
Additional Exercises: Two Video Interviews
Chapter 3: Seeing the Potential in Student Thinking
Vignette: Toll House Cookies and other "errors"
Why focus on errors?
Using errors to see potential, instead of just deficits, in students' thinking
General commentary about errors
Working with errors in your own practice
Wrapping up
Section 2: Attending to content
Chapter 4: Keeping an Eye on Rigorous Mathematics
Vignette: Jasmine and Nguyet
Naming and framing mathematical rigor
General Commentary on Using Mathematical Frameworks to Consider Mathematical Rigor
Wrapping Up
Chapter 5: Choosing, Using, and Connecting Mathematical Representations
Vignette: Ms. Ridgeway
General Commentary about Representations
Exercises
Your Own Practice and Work with Representations
Wrapping Up
Additional exercises
Section 3: Putting it All Together in the Classroom
Chapter 6: Putting it All Together
Vignette: Jeffrey Stockdale Part II
Exercises: Integrated Analysis of Whole Lessons
Linking to your own practice
Final thoughts
References
Book Study Guide
Deciding on a Facilitator
Structuring Your Book Study Sessions
Book Study Questions for Each Chapter
Reading Reaction Sheet
Appendices