Hard cover

References: 285-286p.

Contents Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi Part 1: Foundations for Teaching 1. Equity in Mathematics Education Is about Access . . . . . . . . . . . . . . . . . 1 CAROL MALLOY University of North Carolina at Chapel Hill Chapel Hill, North Carolina 2. Developing a Well-Articulated Algebra Curriculum: Examples from the NCTM Academy for Professional Development. . . . . . . . . . 15 JENNIFER M. BAY-WILLIAMS Kansas State University Manhattan, Kansas ELIZABETH M. SKIPPER National Council of Teachers of Mathematics Reston, Virginia SUSAN K. EDDINS Illinois Mathematics and Science Academy Aurora, Illinois 3. What Makes a Mathematical Task Worthwhile? Designing a Learning Tool for High School Mathematics Teachers. . . . . . . . . . . . . 27 FRAN ARBAUGH University of Missouri—Columbia Columbia, Missouri CATHERINE A. BROWN Indiana University—Bloomington Bloomington, Indiana vi CONTENTS 4. Mathematical Foundations for a Functions-Based Approach to Algebra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 M. KATHLEEN HEID The Pennsylvania State University University Park, Pennsylvania ROSE MARY ZBIEK The Pennsylvania State University University Park, Pennsylvania GLENDON W. BLUME The Pennsylvania State University University Park, Pennsylvania 5. Language Pitfalls and Pathways to Mathematics. . . . . . . . . . . . . . . . . . 56 CARNE BARNETT-CLARKE WestEd Oakland, California ALMA RAMIREZ WestEd Oakland, California Part 2: The Enactment of Teaching 6. Mathematics Teaching in Grades K–2: Painting a Picture of Challenging, Supportive, and Effective Classrooms . . . . . . . . . . . . . . . 67 BARBARA CLARKE Monash University Melbourne, Victoria, Australia DOUG CLARKE Australian Catholic University Melbourne, Victoria, Australia 7. The NCTM Standards in a Japanese Primary School Classroom: Valuing Students’ Diverse Ideas and Learning Paths . . . . . . . . . . . . . . 82 AKI MURATA Mills College Oakland, California NAOYUKI OTANI Midori Elementary School Oyama-shi, Tochigi-ken, Japan NOBUAKI HATTORI Udo Elementary School #2 Shimizu-shi, Shizuoka-ken, Japan KAREN C. FUSON Northwestern University Evanston, Illinois vii CONTENTS 8. Beyond Presenting Good Problems: How a Japanese Teacher Implements a Mathematics Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 MARGARET SMITH Iona College New Rochelle, New York 9. Teaching to Develop Students as Learners . . . . . . . . . . . . . . . . . . . . . . 107 DEBRA I. JOHANNING Michigan State University East Lansing, Michigan TERI KEUSCH Portland Middle School Portland, Michigan 10. Enlarging the Learning Community through Family Mathematics . . 117 PHYLLISWHITIN Wayne State University Detroit, Michigan 11. Building a Mathematical Community through Problem Posing . . . 129 DAVID J. WHITIN Wayne State University Detroit, Michigan 12. Promoting Equity in Mathematics Education through Effective, Culturally Responsive Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 JOAN COHEN JONES Eastern Michigan University Ypsilanti, Michigan Part 3: Support of Teaching 13. Enhancing the Mathematical Understanding of Prospective Teachers: Using Standards-Based, Grades K–12 Activities . . . . . . . . 151 CHARLENE E. BECKMANN Grand Valley State University Allendale, Michigan PAMELA J. WELLS Grand Valley State University Allendale, Michigan JOHN GABROSEK Grand Valley State University Allendale, Michigan ESTHER M. H. BILLINGS Grand Valley State University Allendale, Michigan EDWARD F. ABOUFADEL Grand Valley State University Allendale, Michigan PHYLLIS CURTISS Grand Valley State University Allendale, Michigan WILLIAM DICKINSON Grand Valley State University Allendale, Michigan DAVID AUSTIN Grand Valley State University Allendale, Michigan ALVERNA CHAMPION Grand Valley State University Allendale, Michigan 14. Promoting Content Connections in Prospective Secondary School Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 IRENE BLOOM Arizona State University Tempe, Arizona 15. Facilitating Teachers’ Growth in Content Knowledge . . . . . . . . . . . . 180 KATHLEEN CRAMER University of Minnesota—Twin Cities Minneapolis, Minnesota 16. Embracing the Complexity of Practice as a Site for Inquiry . . . . . . . 195 THERESA J. GRANT Western Michigan University Kalamazoo, Michigan KATE KLINE Western Michigan University Kalamazoo, Michigan 17. The Reflective Teaching Model: A Professional Development Model for In-Service Mathematics Teachers . . . . . . . . . . . . . . . . . . . . 207 LYNN C. HART Georgia State University Atlanta, Georgia DEBORAH NAJEE-ULLAH Georgia State University Atlanta, Georgia KAREN SCHULTZ Georgia State University Atlanta, Georgia 18. Encouraging Professional Growth and Mathematics Reform through Collegial Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 P. MARK TAYLOR University of Tennessee Knoxville, Tennessee 19. Developing a Support System for Teacher Change in Mathematics Education: The Principal’s Role. . . . . . . . . . . . . . . . . . . 229 PATRICIA A. JABERG Mount Mary College Milwaukee, Wisconsin CHERYL A. LUBINSKI Illinois State University Normal, Illinois SIGRID AESCHLEMAN Sowers Elementary School Roanoke, Illinois viii CONTENTS ix 20. A Tool for the Teaching Principle: Professional Development through Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 SANDRAWILCOX Michigan State University East Lansing, Michigan ELIZABETH M. JONES Lansing School District Lansing, Michigan, and Michigan State University East Lansing, Michigan 21. Teaching Mathematics with Technology: An Evidence-Based Road Map for the Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259 KAREN HOLLEBRANDS North Carolina State University Raleigh, North Carolina ROSE MARY ZBIEK The Pennsylvania State University University Park, Pennsylvania 22. Teachers Teaching Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271 JANETWARFIELD Illinois State University Normal, Illinois CHERYL A. LUBINSKI Illinois State University Normal, Illinois CONTENTS

Teaching is a complex, ongoing endeavor that involves a myriad of decisions. NCTM's Sixty-sixth Yearbook is organized around three aspects of teaching: foundations for teaching, the enactment of teaching, and the support of teaching nurtured in preservice education and strengthened throughout a teacher's career. The accompanying professional development guidebook, edited by George W. Bright, contains activities that illustrate and extend some of the ideas in the yearbook in order to further teachers' growth and development in understanding and implementing effective mathematics instruction.