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Mathematics Curriculum Topic Study
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Mathematics Curriculum Topic Study
Bridging the Gap Between Standards and Practice

Edited by:
  • Page Keeley - Consultant, Speaker, and Author
  • Cheryl M. Rose - Tobey Education Group, LLC, Education Development Center, Newton, MA


April 2006 | 256 pages | Corwin
'This book addresses the needs of teachers at every level in their teaching careers, as well as those who support and work with teachers. The processes can be used individually to guide professional learning and teaching, or within almost any professional development structure for facilitating group learning' - Katherine E. Stiles, Senior Program Associate, WestEd

'This resource supports continual professional growth of both content and pedagogical knowledge and will help teachers focus on the appropriate research. What a time saver this is!' - Rhonda Naylor, National Board Certified Mathematics Teacher Campus Middle School, Englewood, CO

Becoming an accomplished mathematics teacher requires not only a thorough understanding of content, but also a familiarity with mathematics standards and research. However, a strategy for translating standards and research into instructional practice has been lacking since the advent of standards-based education reform.

Mathematics Curriculum Topic Study provides a systematic professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment. Developed by authors Page Keeley and Cheryl M. Rose of the Maine Mathematics and Science Alliance, the Curriculum Topic Study (CTS) process can help educators align their practice with research-based concepts and skills. Successfully field-tested with hundreds of teachers, maths advisors and teacher trainers, this book contains 92 ready-to-use CTS guides arranged in seven categories.

Designed to work in a variety of contexts, the CTS process will help teachers:

o Increase their content and pedagogical knowledge

o Better understand and access mathematics research

o Translate standards to the classroom in a conscious, scholarly way

o Learn to recognize and address learning difficulties

o Increase opportunities for all students to achieve mathematical literacy

An essential investment toward improving student achievement in mathematics for primary and secondary maths teachers, teacher trainers, department heads and maths advisors, this innovative resource is also appropriate for trainee teachers and higher education lecturers.

 
List of Curriculum Topic Study Guides
 
Foreword, by Joan Ferrini-Mundy
 
Preface
 
About the Authors
 
1. Introduction to Curriculum Topic Study
What Is Curriculum Topic Study?

 
Why Study a Curriculum Topic?

 
Why Focus on Topics?

 
The Underlying Knowledge and Research Base

 
The Origin of Curriculum Topic Study: From Science to Mathematics

 
Research on Readers' Interaction With Text

 
Mathematics Teachers and Teaching

 
The Teacher Professional Continuum

 
 
2. Examining the Components of a Curriculum Topic Study
The CTS Guide

 
Common Resources for Study and Reflection

 
 
3. Engaging in Curriculum Topic Study
Getting Started

 
The CTS Learning Cycle: Inquiry, Study, and Reflection

 
Using CTS Alone or With a Group

 
 
4. Contexts for Using Curriculum Topic Study
CTS and Mathematics Content Knowledge

 
CTS and Curriculum

 
CTS and Instruction

 
CTS and Assessment

 
CTS and Preservice and Novice Teacher Support

 
CTS and Leadership Development

 
CTS and Professional Development

 
 
5. Images From Practice: Curriculum Topic Study (CTS) Vignettes
Vignette 1: A Team of Primary Teachers Uses CTS to Clarify Disctric Curriculum Goals for Addition and Subtraction Concepts

 
Vignette 2: A High School Teacher Uses CTS to Guide Implementation of a Unit on Functions

 
Vignette 3: A Department Chair Uses CTS to Help Guide a Discussion on Quadratic Factoring

 
Vignette 4: A Multi-Grade Elementary Team Uses CTS to Examine Alignment of Curriculum, Instruction, and Assessment

 
Vignette 5: A Middle School Teacher Uses CTS to Understand Concepts of Surface Area and Volume

 
Viggette 6: A Team of Middle and High School Teachers Uses CTS to Identify Goals for Learning About Decimals, Fractions, and Percents

 
Vignette 7: An Intermediate Teacher Uses CTS to Prepare for a Unit on Probability

 
Vignette 8: Teachers Use CTS to Analyze Student Thinking on Area Measurement

 
Vignette 9: A Teacher Leader Uses CTS to Prepare for a Professional Development Session on Proportionality

 
 
6.Curriculum Topic Study Guides
Organization of CTS Guides

 
Description of CTS Categories

 
 
Reasource A: Additional Resources to Support Curriculum Topic Study
 
Reaource B: Worksheets for Curriculum Topic Study
 
References
 
Index

"This book addresses the needs of teachers at every level in their teaching careers, as well as those who support and work with teachers. The processes can be used individually to guide professional learning and teaching, or within almost any professional development structure for facilitating group learning. The CTS process is collegial and scholarly, and truly does bridge the gap between what we know and what we do as educators."

Katherine E. Stiles, Senior Program Associate
WestEd

"Mathematics Curriculum Topic Study supports continual professional growth of both content and pedagogical knowledge. The CTS Guides will help teachers focus on the appropriate research. What a time saver this is!"

Rhonda Naylor, National Board Certified Mathematics Teacher
Campus Middle School, Englewood, CO

"Keeley and Rose provide a tool for educators to bring research to bear in practice in a way that supports teacher development of content knowledge, which, in turn, will increase student achievement."

Cathy Carroll, Senior Project Director
WestEd

"The book accomplishes the dual purposes of providing thoughtful and careful interpretation and expansion of standards as well as providing a concrete knowledge, interact with local standards, examine coherence, consider learning issues, and improve pedagogy and assessment seems ideal for the contemporary educational environment."

From the Foreword by Joan Ferrini-Mundy

"Provides a framework where educators are encouraged to 'help themselves' by engaging in a cycle of 'inquiry, study, and reflection' to inform their decision making where 'practice' decisions are concerned. For those charged with designing curriculum, there is much of value to consider."

Mathematics Teaching in the Middle School, March 2007

"This book is based on the premise that the mathematics educator is a professional who actively pursues his or her own learning in mathematics and mathematics education. An excellent resource for self-study and the professional development of teachers."

Mathematics Teacher, August 2007
National Council of Teachers of Mathematics

Sample Materials & Chapters

Foreword

Preface

Chapter 1


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