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The Common Core Mathematics Companion: The Standards Decoded, High School: What They Say, What They Mean, How to Teach Them
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The Common Core Mathematics Companion: The Standards Decoded, High School: What They Say, What They Mean, How to Teach Them (Spiral spine)

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Synopsis

When it comes to math, standards-aligned is achievement-aligned...







Since The Common Core Mathematics Companions for grades K-2, 3-5 and 6-8 burst on the scene, they have been lauded as the best resources for making critical math ideas easy to teach. With this brand-new volume, high school mathematics success is at your fingertips.







The authors lay out the pieces of an in-depth explanation, showing the mathematical progression of each conceptual category, how standards connect within and across domains, and what teachers and students should be doing every day to foster deep learning.

Children'sEducational materialEducational: Mathematics & numeracyEducationTeaching SkillsTeaching of a specific subject Publisher: SAGE Publications Inc Publication Date: 30/09/2017 ISBN-13: 9781506332260  Details: Type: Spiral spine Format: Books
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Frederick L. Dillon is a mathematics specialist and coach for the Institute for Learning at the University of Pittsburgh. For the Strongsville City Schools, Fred was a classroom teacher for middle and high school and was the mathematics department chair at the high school. Fred has, also, been planning and facilitating professional development for Ideastream, part of Cleveland's PBS educational outreach program. Fred is a past member of the Board of Directors for the National Council of Teachers of Mathematics, and is a former officer for both the Ohio Council of Teachers of Mathematics and the Greater Cleveland Council of Teachers of Mathematics. Among Fred's recognitions are Presidential Award for Excellence in Science and Mathematics Teaching, the American Star of Teaching, the Tandy Award, and the Christofferson-Fawcett Award for lifetime contribution to mathematics education. He also received the Most Influential Educator Award from Strongsville High School students seven times. Fred is also the co-author of NCTM's Principles to Actions: Ensuring Mathematical Success for All, Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9-12 and Discovering Lessons for the Common Core State Standards in Grades 9-12. Fred recently co-authored The Common Core Mathematics Companion: The Standards Decoded, High School which now completes Corwin's bestselling K-12 mathematics series. W. Gary Martin is Emily R. and Gerald S. Leischuck Endowed Professor in the Department of Curriculum and Teaching at Auburn University, where he teaches undergraduate and graduate courses in mathematics education and serves as co-director of the Mathematics Teacher Education Partnership (www.MTE-Partnership.org), a national coalition of universities seeking to improve the preparation of secondary mathematics teachers. He has been a writer on multiple standards documents, including Principles and Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 2000), Focus in High School Mathematics: Reasoning and Sense Making (NCTM, 2009), and Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014). Most recently, he was the lead writer for high school on the Standards for Preparing Teachers of Mathematics (Association of Mathematics Teacher Educators, 2017). He has presented extensively on mathematics education, particularly the teaching and learning of geometry, mathematics curriculum and standards, and mathematics teacher preparation. Previously, Martin served as the director of research for NCTM and has also held positions at the University of Hawai?i and Northern Illinois University. He began his career as a high school mathematics teacher, a role that remains central to his professional identity. Basil Conway IV is currently an assistant professor, teacher educator, at Columbus State University. He has taught middle and high school mathematics, using the Common Core Standards since 2010, for ten years ranging from 7thgrade mathematics to Calculus and Statistics. He has also taught statistics and introductory algebra courses at junior colleges and served his last two years as a mathematics teacher educator at Jacksonville State University. During his time he has presented at numerous local, regional, and national conferences on topics ranging from statistics, technology in statistics, differentiated mathematics instruction, and access to rigorous mathematics courses. He has also served as a leader in his region as an officer for the East Alabama Council for Teachers of Mathematics creating professional development opportunities for teachers. His research interests are in statistics education, mathematical empowerment through effective teaching practices, and student opportunity-access to rich mathematics. Marilyn E. Strutchens is the Emily R. and Gerald S. Leischuck Endowed Professor for Critical Needs and the Mildred Cheshire Fraley Distinguished Professor of Mathematics Education in the Department of Curriculum and Teaching at Auburn University and coordinator of secondary mathematics education. She is also the Director of the Professional Mathematics Learning Communities Project between TEAM-Math and the Alabama Mathematics, Science, and Technology Initiative. She teaches courses in mathematics education. Strutchens is a member of the Board of Directors for the National Council of Teachers of Mathematics and serves on the Advisory Committee for the Education and Human Resource Directorate for the National Science Foundation. She has held positions at the University of Maryland at College Park and the University of Kentucky. Her research interests include mathematics teacher preparation, equity issues in mathematics education, and teacher leader development. Recently, she was one of the writers for the Standards for Preparing Teachers of Mathematics (Association of Mathematics Teacher Educators [AMTE], 2017). She was the series editor for AMTE's Second Monograph Series, editor for the special equity issue of the Journal of Mathematics Teacher Education published in February 2012, and has co-edited several National Council of Teachers of Mathematics (NCTM) books including, Focus on High School Mathematics: Fostering Reasoning and Sense Making for All Students, The Learning of Mathematics: 69th NCTM Yearbook, and Changing the Faces of Mathematics: Perspectives on African Americans. She has also authored and co-author several book chapters and journal articles. In addition, she has given numerous presentations. In addition, she was the AMTE 2017 Judith Jacob's Lecturer.

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