Succeeding at Teaching Secondary Mathematics

Cheryl D. Roddick is an associate professor in the Department of Mathematics at San Jose State University. She currently teaches mathematics and mathematics methods courses to students in K-12 education. She also supervises field experiences for student teachers at the secondary level. Roddick's research interests include the conceptual understanding of fractions and teacher change relative to teaching mathematics. She has presented her research in local as well as national mathematics education conferences. She also facilitates K-12 inservice activities with teachers in local school districts. Julie Sliva Spitzer brings a rich background in mathematics, technology, and special education. As an associate professor of mathematics education at San Jose State University, she teaches methods of mathematics instruction to aspiring educators and supervises their field experiences. Julie continues to enjoy inservice work with teachers Grades K-12. Julie's research interests include studying teacher and student attitudes toward teaching and learning mathematics, and best practices for teaching mathematics to learners with special needs. She is a frequent presenter at the National Council of Teachers of Mathematics Annual Meetings, the California Mathematics Annual Conference, and the International Group for the Psychology of Mathematics Education, North American Chapter.

Acknowledgments About the Authors Introduction 1. A Glimpse at Mathematics Instruction Two Illustrations Vignette 1: Algebra I-Shake Across America Discussion Adaptations and Extensions Vignette 2: Seventh Grade-Surface Area With Polydron Shapes Discussion Adaptations and Extensions Success in Teaching Mathematics Summary 2. Standards-Based Teaching Why Do We Need Standards for Teaching Mathematics? The National Council of Teachers of Mathematics (NCTM) Principles and Standards State and District Standards for Teaching Mathematics The Relationship Between Standards and Standards-Based Mathematics Textbooks Aligning Algebraic Reading With the Process Standards Summary 3. Engaging Students in Learning Mathematics What Is Engagement? Engaging Learners in the Affective Domain Vignette 1: Math Clubs Vignette 2: Seventh Grade-Math Jeopardy Glasser's Five Basic Needs Vignette 3: Increasing a Student's Confidence in Mathematics A Fresh Look at Math Clubs and Math Jeopardy Affective Issues Related to Teaching and Learning Mathematics Students Engaged in Learning Probability Engaging Learners in the Behavioral Domain Engaging Learners in the Cognitive Domain Summary 4. Engagement Strategies for Special Populations Vignette 1: Disparate Learners in Algebra I The Special Needs Learner The Gifted Learner The English Language Learner Examples of Engaging Learners in a Mathematics Classroom Vignette 2: Permutations, Counting, and Ice Cream Cones Discussion Summary 5. Assessment Types of Assessment Rubrics Developing Assessments: The Use of Backward Design Grading and Assessment Schemes Practical Ways of Assessing Throughout the Instructional Process Tailoring Assessments for Special Populations Data Driven Instructional Practices A Word About Standardized Tests Summary 6. Putting It All Together The Year at a Glance: Designing Your Curriculum Making Connections Within Mathematics Mathematical Connections Across the Grades More Connections Across the Grades Making Connections Across the Curriculum Succeeding at Teaching Mathematics-and Loving It! Appendix A: Solutions to Shake Across America Appendix B: Solution to the Following Problem From the Polydron Vignette Appendix C: The Dart Board Game Solution Appendix D: Generalization for Original Pizza Problem References Index

"A nice addition to any burgeoning library of a new teacher." -- Mathematics Teaching in the Middle School, April 2011 "A progressive book that tackles current issues facing teachers. The resources in this book are invaluable for new and practicing educators because of the shift in education toward developing data-driven cultures. This transformation has changed the responsibilities of teachers and the structure of mathematics classrooms in middle and high schools to a systematic approach, which facilitates student achievement and guides classrooms instruction." -- Christina Silvas-Centeno, Mathematics Instructional Coach "Beginning teachers know more math and have met more psychological concepts than they'll ever need for teaching. What they really need and want now is a feel for how to communicate that math to students in the classroom. Roddick and Spitzer connect the dots for these teachers. Their well-designed classroom vignettes encourage beginners to think seriously about how to put together a lesson that engages and encourages students, how to work with children of differing abilities together in the same classroom, and how to evaluate all students fairly." -- Gerald R. Rising, Distinguished Teaching Professor Emeritus "Here is a resource that all math teachers can use. This book maps out a road to success by incorporating best practices, innovative ideas, and proven strategies that will help any teacher reach today's students. It is filled with illustrations and explanations on how to turn your classroom into an active learning environment that appeals to the students of the 21st century. This book was an invaluable resource in transforming my classroom-now my students want to come to math class, and they are learning!" -- Amanda McKee, Mathematics Teacher "The authors do an excellent job of raising the most problematic issues for many first-year teachers and give rich mathematical tasks through vignettes that serve to raise, discuss and provide suggestions for addressing the issues. I highly recommend this book for the beginning teacher seeking advice for a successful first year of teaching." -- Beatriz S. D'Ambrosio