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Wasserman, Nicholas H. – Mathematics Teacher, 2014
Today, the Common Core State Standards for Mathematics (CCSSI 2010) expect students in as early as eighth grade to be knowledgeable about irrational numbers. Yet a common tendency in classrooms and on standardized tests is to avoid rational and irrational solutions to problems in favor of integer solutions, which are easier for students to…
Descriptors: Mathematics Instruction, Academic Standards, Number Concepts, Problem Solving
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Billings, Esther M. H.; Coffey, David C.; Golden, John; Wells, Pamela J. – Mathematics Teaching in the Middle School, 2013
How can the use of the Standards for Mathematical Practice in the classroom be supported? Professional developers and teacher educators strive to support teachers as they seek to answer this question. When teachers personally and intentionally experience the practices and reflect on how the practices support and promote mathematical understanding,…
Descriptors: Mathematics Instruction, Academic Standards, Workshops, Models
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Eley, Peter M.; Charles, Kelly J.; Leeks, Latonya L. – Mathematics Teaching in the Middle School, 2013
High-quality professional development for public school teachers is directly tied to student achievement, teacher quality and retention, and national education priorities (Kroeger et al. 2000). To stay current with the knowledge, skills, and expertise that students need to succeed in the twenty-first century, educators must increasingly retool…
Descriptors: Faculty Development, Academic Achievement, College School Cooperation, Science Careers
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Larson, Matthew R.; Leinwand, Steven – Mathematics Teacher, 2013
Educators in forty-five states and the District of Columbia are hard at work interpreting and implementing the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010). This work typically involves teacher participation in professional development activities focused on developing an understanding of the content standards as well as the…
Descriptors: Core Curriculum, Academic Standards, State Standards, Faculty Development
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Coleman, David; Pimentel, Susan; Zimba, Jason – State Education Standard, 2012
The Common Core State Standards (CCSS) were developed through an unprecedented, state-led initiative that drew on the expertise of teachers, parents, administrators, researchers and content experts from across the country. The Standards define a staircase to college and career readiness, building on the best of previous state standards in English…
Descriptors: State Standards, Evidence, Expertise, Academic Standards
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Frost, Janet Hart; Coomes, Jacqueline; Lindeblad, Kristine – Journal of Staff Development, 2012
Formed in 2007, the Riverpoint Partnership for Math and Science is a group of Spokane K-12 and college administrators who came together to use their combined resources and knowledge to focus on improving student learning. With a grant from the U.S. Department of Education, the group launched the Riverpoint Advanced Mathematics Partnership project…
Descriptors: Partnerships in Education, Teacher Collaboration, Mathematics Teachers, Secondary School Teachers
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Edwards, Susan – Mathematics Teaching in the Middle School, 2011
Many preservice teachers are introduced to NCTM's "Principles and Standards for School Mathematics" (2000) and practices that support those Standards as part of their teacher education programs. They often appear to accept the underlying principles, and many intend to implement this type of instruction in their own classrooms. Unfortunately, as…
Descriptors: Classroom Techniques, Preservice Teacher Education, Beginning Teachers, Teaching Methods
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Jacobs, Alan; Jacobs, Sally; Coe, Ted; Carruthers, Connie – AMATYC Review, 2007
How did it happen that both full-time and adjunct faculty at Scottsdale Community College embrace a standards-based curriculum from beginning algebra through differential equations? Simply put, it didn't just happen. Not only did it take well over a decade, but it was also the result of a sequence of initiatives, decisions, discussions, targeted…
Descriptors: Curriculum Development, Educational Change, Calculus, Faculty Development
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Sattler, Nancy J. – AMATYC Review, 2007
Beyond Crossroads states that mathematics faculty should (a) select technology that is accessible to students enrolled in their distance learning mathematics course, (b) advise students on the expectations of their distance learning mathematics course and orient them to the distance learning environment of their course, (c) provide students with…
Descriptors: Distance Education, Course Objectives, Mathematics Instruction, Teaching Methods
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Mathern, Donna; Hansen, Pia – Teaching Children Mathematics, 2007
This article describes the journey one elementary school took to implement a standards-based mathematics program and increase student achievement by putting research into action. After learning that Evansville Elementary School (Evansville, Wyoming) had failed to meet the annual yearly progress (AYP) in mathematics, as mandated by the No Child…
Descriptors: Academic Achievement, Mathematics Achievement, Educational Research, Academic Standards
Jennings, Jack; Rentner, Diane Stark – Phi Delta Kappan, 2006
This article summarizes the effects of NCLB on school districts based on four years of evaluations conducted by the Center on Education Policy as part of the most comprehensive and continuous overview being undertaken of that policy.
Descriptors: Federal Legislation, Public Schools, Educational Legislation, School Districts
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Borko, Hilda; Wolf, Shelby A.; Simone, Genet; Uchiyama, Kay Pippin – Educational Evaluation and Policy Analysis, 2003
This article features case studies of two elementary schools, identified as exemplary by Washington educators, as they worked to enact Washington's Essential Academic Learning Requirements and help students achieve proficiency on the Washington Assessment of Student Learning. We describe school- and classroom-level practices and analyze the…
Descriptors: Educational Change, Case Studies, Elementary Schools, Elementary School Teachers
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Schoenfeld, Alan H. – Educational Researcher, 2002
Discusses the potential for providing high quality mathematics instruction for all students, addressing four conditions that are necessary for achieving this goal: high quality curriculum; a stable, knowledgeable, and professional teaching community; high quality assessment aligned with curricular goals; and stability and mechanisms for the…
Descriptors: Academic Standards, Curriculum Development, Educational Quality, Elementary Secondary Education