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Teachers and teacher educators interested in synthesizing their current practice with new mathematics standards will welcome this highly useful volume. Author Mary Kay Stein and her colleagues at the QUASAR Project at the University of Pittsburgh present prevalent cases of mathematics instruction drawn from their research of nearly 500 classroom lessons. The Mathematical Tasks Framework, developed by the authors and explained thoroughly in the book, offers teachers and teacher educators the means to evaluate instructional decisions, the choice of materials, and learning outcomes, and the case studies afford readers the opportunity to ground these ideas in actual classroom practice. Readers will gain insight about how to foster a challenging, cognitively rich, and exciting classroom climate that propels students toward a richer understanding of mathematics.

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CHOICE Review

The standards documents of the National Council of Teachers of Mathematics have provided broad outlines for change as well as vignettes of classroom sequences to help educators visualize new approaches. This book takes the next step by elaborating on a process of in-depth professional development that guides teachers in thinking with precision about the mathematical tasks they use in middle school. The authors (Univ. of Pittsburgh) provide a framework for selecting mathematical tasks based on cognitive demand and for examining the evolution of tasks as they are used in the classroom, including a discussion of instructional choices that diminish the math power. The authors effectively illustrate their major points by presenting six cases, each relating to a commonly taught middle school math topic. The cases are actual stories from teachers who presented the tasks and who describe and reflect on subsequent teacher-student interactions. Cases include a guide to leading the discussion. Deborah Ball (Univ. of Michigan) provides a rich foreword that establishes the theory-practice connections involved in this type of teacher education. Highly recommended resource for educators of mathematics teachers and curriculum directors in state, district, school, or university settings. B. J. Young University of Rhode Island

Notas de autor provistas por Syndetics

Mary Kay Stein, Margaret Schwan Smith, Marjorie A. Henningsen, and Edward A. Silver spent nearly a decade collaborating on QUASAR, a national mathematics reform project funded by the Ford Foundation and housed at the Learning Research and Development Center. Doctors Stein, Smith, and Silver currently hold faculty positions at the University of Pittsburgh, and Henningsen is a research specialist at the Learning Research and Development Center at the University of Pittsburgh.