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Mathematics and Multi-Ethnic Students: Exemplary Practices


BackgroundPurpose of This BookThe Sensitive QuestionsOverviewsTRENDS AND ISSUES LEADING TO STANDARDS-BASED REFORMConstructivismNCTM Standards: Building the Foundations for Reform, 1989-2009NCTM's Quest for a Coherent CurriculumFocus in High School MathematicsThe Third International Mathematics StudyTrends in International Mathematics and Science StudyProgram for International Student Assessment (PISA)Grit and Productive StruggleCommon Core State StandardsCommon Core State Standards for MathematicsCCSSM Content StandardsProcedural Skills and CCSSMStandards for Mathematical PracticesPrinciples to Action: Ensuring Mathematical Success for AllGuiding Principles for School MathematicsTeaching and LearningAccess and EquityCurriculumTools and TechnologyAssessmentProfessionalismThe Mathematics Teaching PracticesEstablish Mathematics Goals to Focus LearningImplement Tasks That Promote Reasoning and Problem SolvingUse and Connect Mathematical RepresentationsFacilitate Meaningful Mathematical DiscoursePose Purposeful QuestionsBuild Procedural Fluency from Conceptual UnderstandingSupport Productive Struggle in Learning MathematicsElicit and Use Evidence of Student ThinkingSpecial Student PopulationsAssessing National State StandardsNCTM Position on High-Stakes AssessmentMath Wars IIStandards-Based Documents as Living DocumentsOnline Standards-Based ResourcesPrinciples to Action ToolsNCTM/CCSS BlogsHands-On: Online Resources for MathematicsInteractive WhiteboardsAssessmentsAdditional VideosEXEMPLARY PRACTICEEnvisioning a Standards-Based Classroom EnvironmentExample One: Reformed-Based Instruction?Small Group WorkQuestioningTechnologyAssessmentExample Two: Traditional Instruction?Transitioning to the NCTM Principles/CCSS PracticesExemplary Practices for Students with Special NeedsBest Societal Practices for Implementing Standards-Based StrategiesResourcesISSUES IN MULTICULTURAL MATHEMATICS EDUCATIONQuestions to PonderEmbracing DiversityCultureMulticultural EducationProgram EthnomathematicsAchievement of Traditionally Underserved StudentsThe Achievement GapThe Opportunity and Educational DebtMulticultural Education and Euro-AmericansFurther Reflections on the QuestionsCulturally Sustaining/Revitalizing PedagogyResourcesLYNNE GODFREYEngaging StudentsWarm-UpGroup WorkThe Winding GameDiscussion between ColleaguesUpdate on LynneCommentaryUnit Overview: The Chinese Zodiac and the Division AlgorithmNoteResourcesGEORGINE ROLDANEngaging StudentsGroup WorkAssessmentRubricHealthy Foods LessonDiscussion between ColleaguesUpdate on GeorgineCommentaryUnit Overview: Favorite Menu Items and Health IssuesResourcesTIM GRANGEREngaging StudentsLaunching the LessonDiscussion between ColleaguesUpdate on TimCommentaryUnit Overview: Aiming for the StarsNoteResourcesRENOTE JEAN-FRAN?OISEngaging StudentsAssessmentDiscussion between ColleaguesUpdate on RenoteCommentaryUnit Overview: The Roamer and the Haitian RevolutionResourcesSAMAR SAMINIEngaging StudentsDiscussion between ColleaguesUpdate on SamarCommentaryUnit Overview: Multiplication of Fractions Using Paper FoldingNotesResourcesDIANE CHRISTOPHEROverview of LessonsEngaging StudentsDiscussion between ColleaguesUpdate on DianeCommentaryUnit Overview: Many Cultures under One QuiltResourceCHARLENE BECKMANN, KARA STAHL, AND TARA MAYNARDPreparatory ActivitiesEngaging StudentsDay 1: Runners, Take Your MarkDay 2: The Trodding TortoiseDay 3: The Hopping HareAssessmentDiscussion between ColleaguesUpdate on Char, Tara, and KaraCommentaryUnit Overview: The Tortoise and the HareResourcesLIFE-LONG LEARNING LABORATORY: L4Life-Long Learning LaboratoryLife-Long Learning Laboratory Issues/QuestionsL4: Chapter 1—RacismL4: Chapter 2—Equality and Quality of Curriculum: Math Wars IIL4: Chapter 3—Brilliant Children in MathematicsL4: Chapter 4—Teacher PreparationL4: Chapter 4—The Achievement Gap/Education Debt/Opportunity to LearnL4: Chapter 4—Katrina and Equitable Schools in New OrleansLesson Study ResourcesBIBLIOGRAPHY
 
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