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User:Raymond Johnson

2026-05-31T07:57:13Z

Raymond Johnson: Updated my user page so the data isn't 10+ years out of date. Or at least not all of it.

I'm a mathematics specialist for the Colorado Department of Education. I occasionally blog at [http://blog.mathed.net blog.mathed.net]. My primary interest is the relationship between research and practice, but I'm also interested in [[Realistic Mathematics Education]], statistics education, education policy, assessment, and measurement.

An outdated bio says I'm also a: Hiker/climber/skier/runner. Linux and Android user. Mendeley advisor. TWiT watcher. Cubs and college wrestling fan. Proud University of Northern Iowa alum. George Carlin disciple. More at [http://rcjohnson.me rcjohnson.me].

Mathematics Curriculum: Issues, Trends, and Future Directions (2010 NCTM Yearbook)

2021-07-13T22:05:47Z

Raymond Johnson: Fix typo

== Contents ==

Preface

Introduction to the CD Collection: Classic Publications on the Mathematics Curriculum 
[[Thomas Romberg|Thomas A. Romberg]], University of Wisconsin (Retired), Madison, Wisconsin

I: Curriculum Matters: Looking Back, Looking Forward

<ol start="1">
<li>The Current State of the School Mathematics Curriculum 
[[Zalman Usiskin]], University of Chicago, Chicago, Illinois
</li>
<li>Technology and the Mathematics Curriculum 
[[James Fey|James T. Fey]], University of Maryland, College Park, Maryland 
[[Richard Hollenbeck|Richard M. Hollenbeck]], University of Maryland, College Park, Maryland 
[[Jonathan Wray|Jonathan A. Wray]], Howard County Public School System, Ellicott City, Maryland
</li>
<li>National Standards: Lessons from the Past, Directions for the Future 
[[Margaret Goertz|Margaret E. Goertz]], University of Pennsylvania, Philadelphia, Pennsylvania
</li>
<li>Recommendations for Statistics and Probability in School Mathematics over the Past Century 
[[Dustin Jones]], Sam Houston State University, Huntsville, Texas 
[[James Tarr|James E. Tarr]], University of Missouri, Columbia, Missouri
</li>
<li>Reflections on Five Decades of Curriculum Controversies 
[[Stephen Willoughby]], University of Arizona (Retired), Tuscon, Arizona
</li>
</ol>

II. The Intended Curriculum

<ol start="6">
<li>What We Teach Is What Students Learn: Evidence from National Assessment 
[[Peter Kloosterman]], Indiana University, Bloomington, Indiana 
[[Crystal Walcott]], Indiana University Purdue University—Columbus, Columbus, Indiana
</li>
<li>Curriculum Alignment in an Era of Standards and High-Stakes Testing 
[[Shannon Dingman| Shannon W. Dingman]], University of Arkansas, Fayetteville, Arkansas
</li>
<li>Preschool Mathematics Curricula 
[[Julie Sarama]], University of Buffalo—State University of New York, Buffalo, New York 
[[Douglas Clements|Douglas H. Clements]], University of Buffalo—State University of New York, Buffalo, New York
</li>
</ol>

III. The Written Curriculum

Curriculum Development

<ol start="9">
<li>Supporting Focused and Cohesive Curricula through Visual Representations: An Example from Japanese Textbooks 
[[Tad Watanabe]], Kennesaw State University, Kennesaw, Georgia 
[[Akihiko Takahashi]], DePaul University, Chicago, Illinois 
[[Makoto Yoshida]], William Paterson University, Wayne, New Jersey
</li>
<li>Cross-National Curriculum Collaboration: Examples Based on Realistic Mathematics Education 
[[Margaret Meyer|Margaret R. Meyer]], University of Wisconsin—Madison, Madison, Wisconsin 
[[Truus Dekker]], Freudenthal Institute (Retired), Maarssen, Netherlands 
[[Frank Eade]], Manchester Metropolitan University, Manchester, England
</li>
<li>Three Perspectives on the Central Objects of Study for Grades Pre-K-8 Statistics 
[[Randall Groth|Randall E. Groth]], Salisbury University, Salisbury, Maryland
</li>
<li>Designing Curricula to Expand and Extend Mathematical Knowledge 
[[Debra Johanning|Debra I. Johanning]], University of Toledo, Toledo, Ohio
</li>
<li>Mathematics Applied to Curriculum Development: Lessons Learned on the Job 
[[Al Cuoco]], Education Development Center, Newton, Massachusetts 
[[Jean Benson]], Education Development Center, Newton, Massachusetts 
[[Bowen Kerins]], Education Development Center, Newton, Massachusetts 
[[Sarah Sword]], Education Development Center, Newton, Massachusetts 
[[Kevin Waterman]], Education Development Center, Newton, Massachusetts
</li>
</ol>

Selecction of Textbooks

<ol start="14">
<li>How Do Districts Choose Mathematics Textbooks? 
[[June Mark]], Education Development Center, Newton, Massachusetts 
[[Deborah Spencer]], Education Development Center, Newton, Massachusetts 
[[Julie Zeringue|Julie Koehler Zeringue]], Education Development Center, Newton, Massachusetts 
[[Katherine Schwinden]], Education Development Center, Newton, Massachusetts
</li>
<li>Considerations in the Review and Adoption of Mathematics Textbooks 
[[Rick Hudson|Rick A. Hudson]], Indiana University, Bloomington, Indiana 
[[Paula Lahann|Paula Elmer Lahann]], Indiana University, Bloomington, Indiana 
[[Jean Lee|Jean S. Lee]], Indiana University, Bloomington, Indiana
</li>
<li>Curriculum as a Change Agent: High Schools that Rise to the Challenge and What They Stand to Gain 
[[Kasi Allen-Fuller]], Lewis and Clark College, Portland, Oregon 
[[Margaret Robinson]], Ithaca College, Ithaca, New York 
[[Eric Robinson]], Ithaca College, Ithaca, New York
</li>
</ol>

IV. The Implemented Curriculum

<ol start="17">
<li>Myths about Curriculum Implementation 
[[Denisse Thompson|Denisse R. Thompson]], University of South Florida, Tampa, Florida 
[[Sharon Senk|Sharon L. Senk]], Michigan State University, East Lansing, Michigan
</li>
<li>Technology and the Teaching of Mathematics 
[[Richard Hollenbeck|Richard M. Hollenbeck]], University of Maryland, College Park, Maryland 
[[Jonathan Wray|Jonathan A. Wray]], Howard County Public School System, Ellicott City, Maryland 
[[James Fey|James T. Fey]], University of Maryland, College Park, Maryland
</li>
<li>Understanding Teachers' Strategies for Supplementing Textbooks 
[[Corey Drake]], Iowa State University, Ames, Iowa
</li>
<li>Teachers' Perspectives on Fidelity of Implementation to Textbooks 
[[Mary Huntley|Mary Ann Huntley]], Cornell University, Ithaca, New York 
[[Kathryn Chval]], University of Missouri—Columbia, Columbia, Missouri
</li>
</ol>

V. Impact of Curriculum Materials on Students' and Teachers' Learning

<ol start="21">
<li>Developing Curricular Reasoning for Grades PreK-12 Mathematics Instruction 
[[M. Lynn Breyfogle]], Bucknell University, Lewisburg, Pennsylvania 
[[Amy Roth McDuffie]], Washington State University—Tri-Cities, Richland, Washington 
[[Kay Wohlhuter|Kay A. Wohlhuter]], University of Minnesota, Duluth, Minnesota
</li>
<li>Secondary School Mathematics Curriculum as Tools for Teachers' Learning 
[[Gwendolyn Lloyd|Gwendolyn M. Lloyd]], Pennsylvania State University, University Park, Pennsylvania 
[[Vanessa Bannister|Vanessa R. Pitts Bannister]], Virginia Tech, Blackburg, Virginia
</li>
<li>Conducting Mathematics Curriculum Research: Challenges and Insights 
[[Paul Kehle]], Hobart and William Smith Colleges, Geneva, New York 
[[Kelly McCormick|Kelly K. McCormick]], University of Southern Maine, Gorham, Maine
</li>
<li>The Influence of Curriculum on Students' Learning 
[[Mary Kay Stein]], University of Pittsburgh, Oakmont, Pennsylvania 
[[Margaret Smith|Margaret S. Smith]], University of Pittsburgh, Oakmont, Pennsylvania
</li>
</ol>

== Cite ==
=== APA 7 ===

[[Barbara Reys|Reys, B. J.]], [[Robert Reys|Reys, R. E.]], & [[Rheta Rubenstein|Rubenstein, R.]] (Eds.). (2010). ''Mathematics curriculum: Issues, trends, and future directions''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:2010]]

Mathematics Curriculum: Issues, Trends, and Future Directions (2010 NCTM Yearbook)

2021-07-13T22:04:20Z

Raymond Johnson: after Sarama

== Contents ==

Preface

Introduction to the CD Collection: Classic Publications on the Mathematics Curriculum 
[[Thomas Romberg|Thomas A. Romberg]], University of Wisconsin (Retired), Madison, Wisconsin

I: Curriculum Matters: Looking Back, Looking Forward

<ol start="1">
<li>The Current State of the School Mathematics Curriculum 
[[Zalman Usiskin]], University of Chicago, Chicago, Illinois
</li>
<li>Technology and the Mathematics Curriculum 
[[James Fey|James T. Fey]], University of Maryland, College Park, Maryland 
[[Richard Hollenbeck|Richard M. Hollenbeck]], University of Maryland, College Park, Maryland 
[[Jonathan Wray|Jonathan A. Wray]], Howard County Public School System, Ellicott City, Maryland
</li>
<li>National Standards: Lessons from the Past, Directions for the Future 
[[Margaret Goertz|Margaret E. Goertz]], University of Pennsylvania, Philadelphia, Pennsylvania
</li>
<li>Recommendations for Statistics and Probability in School Mathematics over the Past Century 
[[Dustin Jones]], Sam Houston State University, Huntsville, Texas 
[[James Tarr|James E. Tarr]], University of Missouri, Columbia, Missouri
</li>
<li>Reflections on Five Decades of Curriculum Controversies 
[[Stephen Willoughby]], University of Arizona (Retired), Tuscon, Arizona
</li>
</ol>

II. The Intended Curriculum

<ol start="6">
<li>What We Teach Is What Students Learn: Evidence from National Assessment 
[[Peter Kloosterman]], Indiana University, Bloomington, Indiana 
[[Crystal Walcott]], Indiana University Purdue University—Columbus, Columbus, Indiana
</li>
<li>Curriculum Alignment in an Era of Standards and High-Stakes Testing 
[[Shannon Dingman| Shannon W. Dingman]], University of Arkansas, Fayetteville, Arkansas
</li>
<li>Preschool Mathematics Curricula 
[[Julie Sarama]], University of Buffalo—State University of New York, Buffalo, New York 
[[Douglas Clements|Douglas H. Clements]], University of Buffalo—State University of New York, Buffalo, New York
</li>
</ol>

III. The Written Curriculum

Curriculum Development

<ol start="9">
<li>Supporting Focused and Cohesive Curricula through Visual Representations: An Example from Japanese Textbooks 
[[Tad Watanabe]], Kennesaw State University, Kennesaw, Georgia 
[[Akihiko Takahashi]], DePaul University, Chicago, Illinois 
[[Makoto Yoshida]], William Paterson University, Wayne, New Jersey
</li>
<li>Cross-National Curriculum Collaboration: Examples Based on Realistic Mathematics Education 
[[Margaret Meyer|Margaret R. Meyer]], University of Wisconsin—Madison, Madison, Wisconsin 
[[Truus Dekker]], Freudenthal Institute (Retired), Maarssen, Netherlands 
[[Frank Eade]], Manchester Metropolitan University, Manchester, England
</li>
<li>Three Perspectives on the Central Objects of Study for Grades Pre-K-8 Statistics 
[[Randall Groth|Randall E. Groth]]Salisbury University, Salisbury, Maryland
</li>
<li>Designing Curricula to Expand and Extend Mathematical Knowledge 
[[Debra Johanning|Debra I. Johanning]], University of Toledo, Toledo, Ohio
</li>
<li>Mathematics Applied to Curriculum Development: Lessons Learned on the Job 
[[Al Cuoco]], Education Development Center, Newton, Massachusetts 
[[Jean Benson]], Education Development Center, Newton, Massachusetts 
[[Bowen Kerins]], Education Development Center, Newton, Massachusetts 
[[Sarah Sword]], Education Development Center, Newton, Massachusetts 
[[Kevin Waterman]], Education Development Center, Newton, Massachusetts
</li>
</ol>

Selecction of Textbooks

<ol start="14">
<li>How Do Districts Choose Mathematics Textbooks? 
[[June Mark]], Education Development Center, Newton, Massachusetts 
[[Deborah Spencer]], Education Development Center, Newton, Massachusetts 
[[Julie Zeringue|Julie Koehler Zeringue]], Education Development Center, Newton, Massachusetts 
[[Katherine Schwinden]], Education Development Center, Newton, Massachusetts
</li>
<li>Considerations in the Review and Adoption of Mathematics Textbooks 
[[Rick Hudson|Rick A. Hudson]], Indiana University, Bloomington, Indiana 
[[Paula Lahann|Paula Elmer Lahann]], Indiana University, Bloomington, Indiana 
[[Jean Lee|Jean S. Lee]]Indiana University, Bloomington, Indiana
</li>
<li>Curriculum as a Change Agent: High Schools that Rise to the Challenge and What They Stand to Gain 
[[Kasi Allen-Fuller]], Lewis and Clark College, Portland, Oregon 
[[Margaret Robinson]], Ithaca College, Ithaca, New York 
[[Eric Robinson]], Ithaca College, Ithaca, New York
</li>
</ol>

IV. The Implemented Curriculum

<ol start="17">
<li>Myths about Curriculum Implementation 
[[Denisse Thompson|Denisse R. Thompson]], University of South Florida, Tampa, Florida 
[[Sharon Senk|Sharon L. Senk]], Michigan State University, East Lansing, Michigan
</li>
<li>Technology and the Teaching of Mathematics 
[[Richard Hollenbeck|Richard M. Hollenbeck]], University of Maryland, College Park, Maryland 
[[Jonathan Wray|Jonathan A. Wray]], Howard County Public School System, Ellicott City, Maryland 
[[James Fey|James T. Fey]], University of Maryland, College Park, Maryland
</li>
<li>Understanding Teachers' Strategies for Supplementing Textbooks 
[[Corey Drake]], Iowa State University, Ames, Iowa
</li>
<li>Teachers' Perspectives on Fidelity of Implementation to Textbooks 
[[Mary Huntley|Mary Ann Huntley]], Cornell University, Ithaca, New York 
[[Kathryn Chval]], University of Missouri—Columbia, Columbia, Missouri
</li>
</ol>

V. Impact of Curriculum Materials on Students' and Teachers' Learning

<ol start="21">
<li>Developing Curricular Reasoning for Grades PreK-12 Mathematics Instruction 
[[M. Lynn Breyfogle]], Bucknell University, Lewisburg, Pennsylvania 
[[Amy Roth McDuffie]], Washington State University—Tri-Cities, Richland, Washington 
[[Kay Wohlhuter|Kay A. Wohlhuter]], University of Minnesota, Duluth, Minnesota
</li>
<li>Secondary School Mathematics Curriculum as Tools for Teachers' Learning 
[[Gwendolyn Lloyd|Gwendolyn M. Lloyd]], Pennsylvania State University, University Park, Pennsylvania 
[[Vanessa Bannister|Vanessa R. Pitts Bannister]], Virginia Tech, Blackburg, Virginia
</li>
<li>Conducting Mathematics Curriculum Research: Challenges and Insights 
[[Paul Kehle]], Hobart and William Smith Colleges, Geneva, New York 
[[Kelly McCormick|Kelly K. McCormick]], University of Southern Maine, Gorham, Maine
</li>
<li>The Influence of Curriculum on Students' Learning 
[[Mary Kay Stein]], University of Pittsburgh, Oakmont, Pennsylvania 
[[Margaret Smith|Margaret S. Smith]], University of Pittsburgh, Oakmont, Pennsylvania
</li>
</ol>

== Cite ==
=== APA 7 ===

[[Barbara Reys|Reys, B. J.]], [[Robert Reys|Reys, R. E.]], & [[Rheta Rubenstein|Rubenstein, R.]] (Eds.). (2010). ''Mathematics curriculum: Issues, trends, and future directions''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:2010]]

Mathematics Curriculum: Issues, Trends, and Future Directions (2010 NCTM Yearbook)

2021-07-13T22:03:31Z

Raymond Johnson: Removed links to chapters; linked editors

== Contents ==

Preface

Introduction to the CD Collection: Classic Publications on the Mathematics Curriculum 
[[Thomas Romberg|Thomas A. Romberg]], University of Wisconsin (Retired), Madison, Wisconsin

I: Curriculum Matters: Looking Back, Looking Forward

<ol start="1">
<li>The Current State of the School Mathematics Curriculum 
[[Zalman Usiskin]], University of Chicago, Chicago, Illinois
</li>
<li>Technology and the Mathematics Curriculum 
[[James Fey|James T. Fey]], University of Maryland, College Park, Maryland 
[[Richard Hollenbeck|Richard M. Hollenbeck]], University of Maryland, College Park, Maryland 
[[Jonathan Wray|Jonathan A. Wray]], Howard County Public School System, Ellicott City, Maryland
</li>
<li>National Standards: Lessons from the Past, Directions for the Future 
[[Margaret Goertz|Margaret E. Goertz]], University of Pennsylvania, Philadelphia, Pennsylvania
</li>
<li>Recommendations for Statistics and Probability in School Mathematics over the Past Century 
[[Dustin Jones]], Sam Houston State University, Huntsville, Texas 
[[James Tarr|James E. Tarr]], University of Missouri, Columbia, Missouri
</li>
<li>Reflections on Five Decades of Curriculum Controversies 
[[Stephen Willoughby]], University of Arizona (Retired), Tuscon, Arizona
</li>
</ol>

II. The Intended Curriculum

<ol start="6">
<li>What We Teach Is What Students Learn: Evidence from National Assessment 
[[Peter Kloosterman]], Indiana University, Bloomington, Indiana 
[[Crystal Walcott]], Indiana University Purdue University—Columbus, Columbus, Indiana
</li>
<li>Curriculum Alignment in an Era of Standards and High-Stakes Testing 
[[Shannon Dingman| Shannon W. Dingman]], University of Arkansas, Fayetteville, Arkansas
</li>
<li>Preschool Mathematics Curricula 
[[Julie Sarama]], University of Buffalo—State University of New York, Buffalo, New York
[[Douglas Clements|Douglas H. Clements]], University of Buffalo—State University of New York, Buffalo, New York
</li>
</ol>

III. The Written Curriculum

Curriculum Development

<ol start="9">
<li>Supporting Focused and Cohesive Curricula through Visual Representations: An Example from Japanese Textbooks 
[[Tad Watanabe]], Kennesaw State University, Kennesaw, Georgia 
[[Akihiko Takahashi]], DePaul University, Chicago, Illinois 
[[Makoto Yoshida]], William Paterson University, Wayne, New Jersey
</li>
<li>Cross-National Curriculum Collaboration: Examples Based on Realistic Mathematics Education 
[[Margaret Meyer|Margaret R. Meyer]], University of Wisconsin—Madison, Madison, Wisconsin 
[[Truus Dekker]], Freudenthal Institute (Retired), Maarssen, Netherlands 
[[Frank Eade]], Manchester Metropolitan University, Manchester, England
</li>
<li>Three Perspectives on the Central Objects of Study for Grades Pre-K-8 Statistics 
[[Randall Groth|Randall E. Groth]]Salisbury University, Salisbury, Maryland
</li>
<li>Designing Curricula to Expand and Extend Mathematical Knowledge 
[[Debra Johanning|Debra I. Johanning]], University of Toledo, Toledo, Ohio
</li>
<li>Mathematics Applied to Curriculum Development: Lessons Learned on the Job 
[[Al Cuoco]], Education Development Center, Newton, Massachusetts 
[[Jean Benson]], Education Development Center, Newton, Massachusetts 
[[Bowen Kerins]], Education Development Center, Newton, Massachusetts 
[[Sarah Sword]], Education Development Center, Newton, Massachusetts 
[[Kevin Waterman]], Education Development Center, Newton, Massachusetts
</li>
</ol>

Selecction of Textbooks

<ol start="14">
<li>How Do Districts Choose Mathematics Textbooks? 
[[June Mark]], Education Development Center, Newton, Massachusetts 
[[Deborah Spencer]], Education Development Center, Newton, Massachusetts 
[[Julie Zeringue|Julie Koehler Zeringue]], Education Development Center, Newton, Massachusetts 
[[Katherine Schwinden]], Education Development Center, Newton, Massachusetts
</li>
<li>Considerations in the Review and Adoption of Mathematics Textbooks 
[[Rick Hudson|Rick A. Hudson]], Indiana University, Bloomington, Indiana 
[[Paula Lahann|Paula Elmer Lahann]], Indiana University, Bloomington, Indiana 
[[Jean Lee|Jean S. Lee]]Indiana University, Bloomington, Indiana
</li>
<li>Curriculum as a Change Agent: High Schools that Rise to the Challenge and What They Stand to Gain 
[[Kasi Allen-Fuller]], Lewis and Clark College, Portland, Oregon 
[[Margaret Robinson]], Ithaca College, Ithaca, New York 
[[Eric Robinson]], Ithaca College, Ithaca, New York
</li>
</ol>

IV. The Implemented Curriculum

<ol start="17">
<li>Myths about Curriculum Implementation 
[[Denisse Thompson|Denisse R. Thompson]], University of South Florida, Tampa, Florida 
[[Sharon Senk|Sharon L. Senk]], Michigan State University, East Lansing, Michigan
</li>
<li>Technology and the Teaching of Mathematics 
[[Richard Hollenbeck|Richard M. Hollenbeck]], University of Maryland, College Park, Maryland 
[[Jonathan Wray|Jonathan A. Wray]], Howard County Public School System, Ellicott City, Maryland 
[[James Fey|James T. Fey]], University of Maryland, College Park, Maryland
</li>
<li>Understanding Teachers' Strategies for Supplementing Textbooks 
[[Corey Drake]], Iowa State University, Ames, Iowa
</li>
<li>Teachers' Perspectives on Fidelity of Implementation to Textbooks 
[[Mary Huntley|Mary Ann Huntley]], Cornell University, Ithaca, New York 
[[Kathryn Chval]], University of Missouri—Columbia, Columbia, Missouri
</li>
</ol>

V. Impact of Curriculum Materials on Students' and Teachers' Learning

<ol start="21">
<li>Developing Curricular Reasoning for Grades PreK-12 Mathematics Instruction 
[[M. Lynn Breyfogle]], Bucknell University, Lewisburg, Pennsylvania 
[[Amy Roth McDuffie]], Washington State University—Tri-Cities, Richland, Washington 
[[Kay Wohlhuter|Kay A. Wohlhuter]], University of Minnesota, Duluth, Minnesota
</li>
<li>Secondary School Mathematics Curriculum as Tools for Teachers' Learning 
[[Gwendolyn Lloyd|Gwendolyn M. Lloyd]], Pennsylvania State University, University Park, Pennsylvania 
[[Vanessa Bannister|Vanessa R. Pitts Bannister]], Virginia Tech, Blackburg, Virginia
</li>
<li>Conducting Mathematics Curriculum Research: Challenges and Insights 
[[Paul Kehle]], Hobart and William Smith Colleges, Geneva, New York 
[[Kelly McCormick|Kelly K. McCormick]], University of Southern Maine, Gorham, Maine
</li>
<li>The Influence of Curriculum on Students' Learning 
[[Mary Kay Stein]], University of Pittsburgh, Oakmont, Pennsylvania 
[[Margaret Smith|Margaret S. Smith]], University of Pittsburgh, Oakmont, Pennsylvania
</li>
</ol>

== Cite ==
=== APA 7 ===

[[Barbara Reys|Reys, B. J.]], [[Robert Reys|Reys, R. E.]], & [[Rheta Rubenstein|Rubenstein, R.]] (Eds.). (2010). ''Mathematics curriculum: Issues, trends, and future directions''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:2010]]

Mathematics Curriculum: Issues, Trends, and Future Directions (2010 NCTM Yearbook)

2021-07-13T21:59:10Z

Raymond Johnson: Added affiliations and formatting

== Contents ==

Preface

Introduction to the CD Collection: Classic Publications on the Mathematics Curriculum 
[[Thomas Romberg|Thomas A. Romberg]], University of Wisconsin (Retired), Madison, Wisconsin

I: Curriculum Matters: Looking Back, Looking Forward

<ol start="1">
<li>[[Usiskin (2010)|The Current State of the School Mathematics Curriculum]] 
[[Zalman Usiskin]], University of Chicago, Chicago, Illinois
</li>
<li>[[Fey, Hollenbeck, & Wray (2010)|Technology and the Mathematics Curriculum]] 
[[James Fey|James T. Fey]], University of Maryland, College Park, Maryland 
[[Richard Hollenbeck|Richard M. Hollenbeck]], University of Maryland, College Park, Maryland 
[[Jonathan Wray|Jonathan A. Wray]], Howard County Public School System, Ellicott City, Maryland
</li>
<li>[[Goertz (2010)|National Standards: Lessons from the Past, Directions for the Future]] 
[[Margaret Goertz|Margaret E. Goertz]], University of Pennsylvania, Philadelphia, Pennsylvania
</li>
<li>[[Jones & Tarr (2010)|Recommendations for Statistics and Probability in School Mathematics over the Past Century]] 
[[Dustin Jones]], Sam Houston State University, Huntsville, Texas 
[[James Tarr|James E. Tarr]], University of Missouri, Columbia, Missouri
</li>
<li>[[Willoughby (2010)|Reflections on Five Decades of Curriculum Controversies]] 
[[Stephen Willoughby]], University of Arizona (Retired), Tuscon, Arizona
</li>
</ol>

II. The Intended Curriculum

<ol start="6">
<li>[[Kloosterman & Walcott (2010)|What We Teach Is What Students Learn: Evidence from National Assessment]] 
[[Peter Kloosterman]], Indiana University, Bloomington, Indiana 
[[Crystal Walcott]], Indiana University Purdue University—Columbus, Columbus, Indiana
</li>
<li>[[Dingman (2010)|Curriculum Alignment in an Era of Standards and High-Stakes Testing]] 
[[Shannon Dingman| Shannon W. Dingman]], University of Arkansas, Fayetteville, Arkansas
</li>
<li>[[Sarama & Clements (2010)|Preschool Mathematics Curricula]] 
[[Julie Sarama]], University of Buffalo—State University of New York, Buffalo, New York
[[Douglas Clements|Douglas H. Clements]], University of Buffalo—State University of New York, Buffalo, New York
</li>
</ol>

III. The Written Curriculum

Curriculum Development

<ol start="9">
<li>[[Watanabe, Takahashi, & Yoshida (2010)|Supporting Focused and Cohesive Curricula through Visual Representations: An Example from Japanese Textbooks]] 
[[Tad Watanabe]], Kennesaw State University, Kennesaw, Georgia 
[[Akihiko Takahashi]], DePaul University, Chicago, Illinois 
[[Makoto Yoshida]], William Paterson University, Wayne, New Jersey
</li>
<li>[[Meyer, Dekker, & Eade (2010)|Cross-National Curriculum Collaboration: Examples Based on Realistic Mathematics Education]] 
[[Margaret Meyer|Margaret R. Meyer]], University of Wisconsin—Madison, Madison, Wisconsin 
[[Truus Dekker]], Freudenthal Institute (Retired), Maarssen, Netherlands 
[[Frank Eade]], Manchester Metropolitan University, Manchester, England
</li>
<li>[[Groth (2010)|Three Perspectives on the Central Objects of Study for Grades Pre-K-8 Statistics]] 
[[Randall Groth|Randall E. Groth]]Salisbury University, Salisbury, Maryland
</li>
<li>[[Johanning (2010)|Designing Curricula to Expand and Extend Mathematical Knowledge]] 
[[Debra Johanning|Debra I. Johanning]], University of Toledo, Toledo, Ohio
</li>
<li>[[Cuoco, Benson, Kerins, Sword, & Waterman (2010)|Mathematics Applied to Curriculum Development: Lessons Learned on the Job]] 
[[Al Cuoco]], Education Development Center, Newton, Massachusetts 
[[Jean Benson]], Education Development Center, Newton, Massachusetts 
[[Bowen Kerins]], Education Development Center, Newton, Massachusetts 
[[Sarah Sword]], Education Development Center, Newton, Massachusetts 
[[Kevin Waterman]], Education Development Center, Newton, Massachusetts
</li>
</ol>

Selecction of Textbooks

<ol start="14">
<li>[[Mark, Spencer, Zeringue, & Schwinden (2010)|How Do Districts Choose Mathematics Textbooks?]] 
[[June Mark]], Education Development Center, Newton, Massachusetts 
[[Deborah Spencer]], Education Development Center, Newton, Massachusetts 
[[Julie Zeringue|Julie Koehler Zeringue]], Education Development Center, Newton, Massachusetts 
[[Katherine Schwinden]], Education Development Center, Newton, Massachusetts
</li>
<li>[[Hudson, Lahann, & Lee (2010)|Considerations in the Review and Adoption of Mathematics Textbooks]] 
[[Rick Hudson|Rick A. Hudson]], Indiana University, Bloomington, Indiana 
[[Paula Lahann|Paula Elmer Lahann]], Indiana University, Bloomington, Indiana 
[[Jean Lee|Jean S. Lee]]Indiana University, Bloomington, Indiana
</li>
<li>[[Allen-Fuller, Robinson, & Robinson (2010)|Curriculum as a Change Agent: High Schools that Rise to the Challenge and What They Stand to Gain]] 
[[Kasi Allen-Fuller]], Lewis and Clark College, Portland, Oregon 
[[Margaret Robinson]], Ithaca College, Ithaca, New York 
[[Eric Robinson]], Ithaca College, Ithaca, New York
</li>
</ol>

IV. The Implemented Curriculum

<ol start="17">
<li>[[Thompson & Senk (2010)|Myths about Curriculum Implementation]] 
[[Denisse Thompson|Denisse R. Thompson]], University of South Florida, Tampa, Florida 
[[Sharon Senk|Sharon L. Senk]], Michigan State University, East Lansing, Michigan
</li>
<li>[[Hollenbeck, Wray, & Fey (2010)|Technology and the Teaching of Mathematics]] 
[[Richard Hollenbeck|Richard M. Hollenbeck]], University of Maryland, College Park, Maryland 
[[Jonathan Wray|Jonathan A. Wray]], Howard County Public School System, Ellicott City, Maryland 
[[James Fey|James T. Fey]], University of Maryland, College Park, Maryland
</li>
<li>[[Drake (2010)|Understanding Teachers' Strategies for Supplementing Textbooks]] 
[[Corey Drake]], Iowa State University, Ames, Iowa
</li>
<li>[[Huntley & Chval (2010)|Teachers' Perspectives on Fidelity of Implementation to Textbooks]] 
[[Mary Huntley|Mary Ann Huntley]], Cornell University, Ithaca, New York 
[[Kathryn Chval]], University of Missouri—Columbia, Columbia, Missouri
</li>
</ol>

V. Impact of Curriculum Materials on Students' and Teachers' Learning

<ol start="21">
<li>[[Breyfogle, Roth McDuffie, & Wohlhuter|Developing Curricular Reasoning for Grades PreK-12 Mathematics Instruction]] 
[[M. Lynn Breyfogle]], Bucknell University, Lewisburg, Pennsylvania 
[[Amy Roth McDuffie]], Washington State University—Tri-Cities, Richland, Washington 
[[Kay Wohlhuter|Kay A. Wohlhuter]], University of Minnesota, Duluth, Minnesota
</li>
<li>[[Lloyd & Bannister (2010)|Secondary School Mathematics Curriculum as Tools for Teachers' Learning]] 
[[Gwendolyn Lloyd|Gwendolyn M. Lloyd]], Pennsylvania State University, University Park, Pennsylvania 
[[Vanessa Bannister|Vanessa R. Pitts Bannister]], Virginia Tech, Blackburg, Virginia
</li>
<li>[[Kehle & McCormick (2010)|Conducting Mathematics Curriculum Research: Challenges and Insights]] 
[[Paul Kehle]], Hobart and William Smith Colleges, Geneva, New York 
[[Kelly McCormick|Kelly K. McCormick]], University of Southern Maine, Gorham, Maine
</li>
<li>[[Stein & Smith (2010)|The Influence of Curriculum on Students' Learning]] 
[[Mary Kay Stein]], University of Pittsburgh, Oakmont, Pennsylvania 
[[Margaret Smith|Margaret S. Smith]], University of Pittsburgh, Oakmont, Pennsylvania
</li>
</ol>

== Cite ==
=== APA 7 ===

Reys, B. J., Reys, R. E., & Rubenstein, R. (Eds.). (2010). ''Mathematics curriculum: Issues, trends, and future directions''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:2010]]

Motivation and Disposition: Pathways to Learning Mathematics (2011 NCTM Yearbook)

2021-07-09T21:28:20Z

Raymond Johnson: Link authors and fix typos

''Motivation and Disposition: Pathways to Learning Mathematics'' was published in 2011 by the [[National Council of Teachers of Mathematics]] as their [[NCTM Yearbooks|73rd Yearbook]].

== Contents ==

Preface

Introduction: Motivation and Disposition: The Hidden Curriculum 
[[Daniel Brahier|Daniel J. Brahier]], Bowling Green State University, Bowling Green, Ohio

I. Perspectives on Motivation and Disposition

Overview 
[[Denisse Thompson|Denisse R. Thompson]], University of South Florida, Tampa, Florida

<ol start="1">
<li>Motivation and Self-Efficacy in Mathematics Education 
[[Dale Schunk|Dale H. Schunk]], University of North Carolina at Greensboro, Greensboro, North Carolina 
[[Kerri Richardson]], University of North Carolina at Greensboro, Greensboro, North Carolina
</li>
<li>A Model for Mathematics Instruction to Enhance Student Motivation and Engagement 
[[Janette Bobis]], University of Sydney, Sydney, Australia 
[[Judy Anderson]], University of Sydney, Sydney, Australia 
[[Andrew Martin]], University of Sydney, Sydney, Australia 
[[Jenni Way]], University of Sydney, Sydney, Australia
</li>
<li>Identity Development: Critical Component for Learning in Mathematics 
[[Alan Zollman]], Northern Illinois University, DeKalb, Illinois 
[[M Cecil Smith]], Northern Illinois University, DeKalb, Illinois 
[[Patricia Reisdorf]], Northern Illinois University, DeKalb, Illinois
</li>
<li>Recommendations From Self-Determination Theory for Enhancing Motivation for Mathematics 
[[Daniel Ross|Daniel J. Ross]], Maryville College, Maryville, Tennessee 
[[David Bergin|David A. Bergin]], University of Missouri, Columbia, Missouri
</li>
<li>Student Dispositions With Respect to Mathematics: What Current Literature Says 
[[James Beyers]], The College of New Jersey, Ewing, New Jersey
</li>
</ol>

II. Cultural and Societal Issues

Overview 
[[Marilyn Strutchens|Marilyn E. Strutchens]], Auburn University, Auburn, Alabama

<ol start="6">
<li>Mathematical Dream Makers: How Two Different Math Departments Brought About Equity and High Achievement 
[[Jo Boaler]], Stanford University, Stanford, California
</li>
<li>What Motivates Students to Take Advanced Mathematics: A Rural Perspective 
[[Rick Anderson]], Eastern Illinois University, Charleston, Illinois
</li>
<li>Factors That Motivate Aboriginal Students to Improve Their Achievement in School Mathematics 
[[Kanwal Neel]], Simon Frasier University, Burnaby, British Columbia, Canada
</li>
<li>What Motivates Mathematically Talented Young Women? 
[[Hortensia Soto-Johnson]], University of Northern Colorado, Greeley, Colorado 
[[Cathleen Craviotto]], University of Northern Colorado, Greeley, Colorado 
[[Frieda Parker]], University of Northern Colorado, Greeley, Colorado
</li>
</ol>

III. Motivation and Disposition in the Classroom

Overview 
[[Melfried Olson]], University of Hawaii at Manoa, Manoa, Hawaii

<ol start="10">
<li>Metaphors: A Powerful Means for Assessing Students' Mathematical Disposition 
[[Jinfa Cai]], University of Delaware, Newark, Delaware 
[[F. Joseph Merlino]], The 21st Century Partnership for STEM Education, Conshohocken, Pennsylvania
</li>
<li>Using Prediction to Motivate Personal Investment in Problem Solving 
[[Lisa Kasmer]], Grand Valley State University, Allendale, Michigan 
[[Ok-Kyeong Kim]], Western Michigan University, Kalamazoo, Michigan
</li>
<li>Developing Persistent and Flexible Problem Solvers With a Growth Mindset 
[[Jennifer Suh]], George Mason University, Fairfax, Virginia 
[[Stacy Graham]], Boalsburg Elementary School, Boalsburg, Pennsylvania 
[[Terry Ferrarone]], Mamaroneck Schools, Mamaroneck, New York 
[[Gwen Kopeinig]], Lewisboro Elementary School, South Salem, New York 
[[Brooke Bertholet]], Qingdao No. 1 International School of Shandong Province, Laoshan District, Shandong, People's Republic of China
</li>
<li>Mark's Development of Productive Disposition and Motivation 
[[Hope Gerson]], Brigham Young University, Provo, Utah 
[[Charity Hyer]], Snow College, Ephraim, Utah 
[[Janet Walter]], Brigham Young University (Retired), Provo, Utah
</li>
<li>Listening to Mathematics Students' Voices to Assess and Build on Their Motivation: Learning in Groups 
[[Amanda Jansen]], University of Delaware, Newark, Delaware
</li>
<li>Motivating Mathematics Students with Manipulatives: Using Self-Determination Theory to Intrinsically Motivate Students 
[[Brett Jones|Brett D. Jones]], Virginia Tech, Blacksburg, Virginia 
[[Lida Uribe-Flórez|Lida J. Uribe-Flórez]], New Mexico State University, Las Cruces, New Mexico 
[[Jesse Wilkins|Jesse L. M. Wilkins]], Virginia Tech, Blacksburg, Virginia
</li>
<li>Using Movies and Television Shows as a Mathematics Motivator 
[[Elana Reiser]], St. Joseph's College, Patchogue, New York
</li>
</ol>

IV. Professional Development Support

Overview 
[[M. Lynn Breyfogle]], Bucknell University, Lewisburg, Pennsylvania 
[[Marian Small]], University of New Brunswick, Fredericton, New Brunswick, Canada

<ol start="17">
<li>Bringing Cool Into School 
[[Keith Devlin]], Stanford University, Stanford, California
</li>
<li>Venturing Into Storybooks: Motivating Teachers to Promote Mathematical Problem Solving 
[[Jane Wilburne|Jane M. Wilburne]], Penn State Harrisburg, Middletown, Pennsylvania 
[[Jane Keat|Jane B. Keat]], Penn State Harrisburg, Middletown, Pennsylvania
</li>
<li>TARGETTS: A Tool for Teachers to Promote Adaptive Motivation in Any Mathematics Lesson 
[[Melissa Gilbert|Melissa C. Gilbert]], Santa Clara University, Santa Clara, California 
[[Lauren Musu-Gillette|Lauren E. Musu-Gillette]], University of Maryland, College Park, Maryland
</li>
<li>Developing Prospective Teachers' Productive Disposition Toward Fraction Opportunities 
[[Juli Dixon|Juli K. Dixon]], University of Central Florida, Orlando, Florida 
[[Janet Anderson|Janet B. Anderson]], University of Central Florida, Orlando, Florida 
[[George Roy|George J. Roy]], University of South Florida - St. Petersburg, St. Petersburg, Florida 
[[Debra Wheeldon|Debra A. Wheeldon]], University of Central Florida, Orlando, Florida 
[[Jennifer Tobias|Jennifer M. Tobias]], Illinois State University, Normal, Illinois
</li>
<li>Transforming Mathematics Teachers' Attitudes and Practices Through Intensive Professional Development 
[[W. Gary Martin]], Auburn University, Auburn, Alabama 
[[Marilyn Strutchens|Marilyn E. Strutchens]], Auburn University, Auburn, Alabama 
[[Michael Woolley|Michael E. Woolley]], University of Maryland, Baltimore, Maryland 
[[Melissa Gilbert|Melissa C. Gilbert]], Santa Clara University, Santa Clara, California
</li>
</ol>

== Cite ==
=== APA 7 ===

[[Daniel Brahier|Brahier, D. J.]], & [[William Speer|Speer, W. R.]] (Eds.). (2011). ''Motivation and disposition: Pathways to learning mathematics''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:2011]]

Motivation and Disposition: Pathways to Learning Mathematics (2011 NCTM Yearbook)

2021-07-09T21:08:44Z

Raymond Johnson: Create page with contents and cite

''Motivation and Disposition: Pathways to Learning Mathematics'' was published in 2011 by the [[National Council of Teachers of Mathematics]] as their [[NCTM Yearbooks|73rd Yearbook]].

== Contents ==

Preface

Introduction: Motivation and Disposition: The Hidden Curriculum 
Daniel J. Brahier, Bowling Green State University, Bowling Green, Ohio

I. Perspectives on Motivation and Disposition

Overview 
Denisse R. Thompson, University of South Florida, Tampa, Florida

<ol start="1">
<li>Motivation and Self-Efficacy in Mathematics Education 
Dale H. Schunk, University of North Carolina at Greensboro, Greensboro, North Carolina 
Kerri Richardson, University of North Carolina at Greensboro, Greensboro, North Carolina
</li>
<li>A Model for Mathematics Instruction to Enhance Student Motivation and Engagement 
Janette Bobis, University of Sydney, Sydney, Australia 
Judy Anderson, University of Sydney, Sydney, Australia 
Andrew Martin, University of Sydney, Sydney, Australia 
Jenni Way, University of Sydney, Sydney, Australia
</li>
<li>Identity Development: Critical Component for Learning in Mathematics 
Alan Zollman, Northern Illinois University, DeKalb, Illinois 
M Cecil Smith, Northern Illinois University, DeKalb, Illinois 
Patricia Reisdorf, Northern Illinois University, DeKalb, Illinois
</li>
<li>Recommendations From Self-Determination Theory for Enhancing Motivation for Mathematics 
Daniel J. Ross, Maryville College, Maryville, Tennessee 
David A. Bergin, University of Missouri, Columbia, Missouri
</li>
<li>Student Dispositions With Respect to Mathematics: What Current Literature Says 
James Beyers, The College of New Jersey, Ewing, New Jersey
</li>
</ol>

II. Cultural and Societal Issues

Overview 
Marilyn E. Strutchens, Auburn University, Auburn, Alabama

<ol start="6">
<li>Mathematical Dream Makers: How Two Different Math Departments Brought About Equity and High Achievement 
Jo Boaler, Stanford University, Stanford, California
</li>
<li>What Motivates Students to Take Advanced Mathematics: A Rural Perspective 
Rick Anderson, Eastern Illinois University, Charleston, Illinois
</li>
<li>Factors That Motivate Aboriginal Students to Improve Their Achievement in School Mathematics 
Kanwal Neel, Simon Frasier University, Burnaby, British Columbia, Canada
</li>
<li>What Motivates Mathematically Talented Young Women? 
Hortensia Soto-Johnson, University of Northern Colorado, Greeley, Colorado 
Cathleen Craviotto, University of Northern Colorado, Greeley, Colorado 
Frieda Parker, University of Northern Colorado, Greeley, Colorado
</li>
</ol>

III. Motivation and Disposition in the Classroom

Overview 
Melfried Olson, University of Hawaii at Manoa, Manoa, Hawaii

<ol start="10">
<li>Metaphors: A Powerful Means for Assessing Students' Mathematical Disposition 
Jinfa Cai, University of Delaware, Newark, Delaware 
F. Joseph Merlino, The 21st Century Partnership for STEM Education, Conshohocken, Pennsylvania
</li>
<li>Using Prediction to Motivate Personal Investment in Problem Solving 
Lisa Kasmer, Grand Valley State University, Allendale, Michigan 
Ok-Kyeong Kim, Western Michigan University, Kalamazoo, Michigan
</li>
<li>Developing Persistent and Flexible Problem Solvers With a Growth Mindset 
Jennifer Suh, George Mason University, Fairfax, Virginia 
Stacy Graham, Boalsburg Elementary School, Boalsburg, Pennsylvania 
Terry Ferrarone, Mamaroneck Schools, Mamaroneck, New York 
Gwen Kopeinig, Lewisboro Elementary School, South Salem, New York 
Brooke Bertholet, Qingdao No. 1 International School of Shandong Province, Laoshan District, Shandong, People's Republic of China
</li>
<li>Mark's Development of Productive Disposition and Motivation 
Hope Gerson, Brigham Young University, Provo, Utah 
Charity Hyer, Snow College, Ephraim, Utah 
Janet Walter, Brigham Young University (Retired), Provo, Utah
</li>
<li>Listening to Mathematics Students' Voices to Assess and Build on Their Motivation: Learning in Groups 
Amanda Jansen, University of Delaware, Newark, Delaware
</li>
<li>Motivating Mathematics Students with Manipulatives: Using Self-Determination Theory to Intrinsically Motivate Students 
Brett D. Jones, Virgina Tech, Blacksburg, Virginia 
Lida J. Uribe-Flórez, New Mexico State University, Las Cruces, New Mexico 
Jesse L. M. Wilkins, Virginia Tech, Blacksburg, Virginia
</li>
<li>Using Movies and Television Shows as a Mathematics Motivator 
Elana Reiser, St. Joseph's College, Patchogue, New York
</li>
</ol>

IV. Professional Development Support

Overview 
M. Lynn Breyfogle, Bucknell University, Lewisburg, Pennsylvania 
Marian Small, University of New Brunswick, Fredericton, New Brunswick, Canada

<ol start="17">
<li>Bringing Cool Into School 
Keith Devlin, Stanford University, Stanford, California
</li>
<li>Venturing Into Storybooks: Motivating Teachers to Promote Mathematical Problem Solving 
Jane M. Wilburne, Penn State Harrisburg, Middletown, Pennsylvania 
Jane B. Keat, Penn State Harrisburg, Middletown, Pennsylvania
</li>
<li>TARGETTS: A Tool for Teachers to Promote Adaptive Motivation in Any Mathematics Lesson 
Melissa C. Gilbert, Santa Clara University, Santa Clara, California 
Lauren E. Musu-Gillette, Univeristy of Maryland, College Park, Maryland
</li>
<li>Developing Prospective Teachers' Productive Disposition Toward Fraction Opportunities 
Juli K. Dixon, University of Central Florida, Orlando, Florida 
Janet B. Anderson, University of Central Florida, Orlando, Florida 
George J. Roy, University of South Florida - St. Petersburg, St. Petersburg, Florida 
Debra A. Wheeldon, University of Central Florida, Orlando, Florida 
Jennifer M. Tobias, Illinois State University, Normal, Illinois
</li>
<li>Transforming Mathematics Teachers' Attitudes and Practices Through Intensive Professional Development 
W. Gary Martin, Auburn University, Auburn, Alabama 
Marilyn E. Strutchens, Auburn University, Auburn, Alabama 
Michael E. Woolley, University of Maryland, Baltimore, Maryland 
Melissa C. Gilbert, Santa Clara University, Santa Clara, California
</li>
</ol>

== Cite ==
=== APA 7 ===

Brahier, D. J., & Speer, W. R. (Eds.). (2011). ''Motivation and disposition: Pathways to learning mathematics''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:2011]]

Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All (2012 NCTM Yearbook)

2021-07-09T14:29:24Z

Raymond Johnson: Added intro

''Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All'' was published by the [[National Council of Teachers of Mathematics]] in 2012 as their [[NCTM Yearbooks|74th Yearbook]]. This yearbook was edited by [[Jennifer Bay-Williams|Jennifer M. Bay-Williams]] (University of Louisville), who led an editorial panel consisting of [[Antonia Cameron]] (co-director of the Mathematics in the City Project at City College of the City University of New York), [[Florence Glanfield]] (University of Alberta), [[Richard Kitchen|Richard S. Kitchen]] (University of New Mexico), [[David Pugalee|David K. Pugalee]] (University of North Carolina at Charlotte), and [[Amy Roth McDuffie]] (Washington State University-Tri-Cities). [[William Speer|William R. Speer]] (University of Nevada, Las Vegas) served as the general yearbook editor, a position he held for 2011-2013.

In the preface, Speer explained that the goal of the 2012 Yearbook was to "structure a Yearbook that would open the door to understanding the concepts underlying successful collaborations, to establish the principles that lead to success, and to search for patterns of design and structure that offer state-of-the-art thought and direction both to those making a first attempt at collaboration and to those revising an earlier effort." (p. ix).

== Contents ==
Preface

I. Frameworks for Professional Collaborations: Which Components of Collaborations Matter Most?

<ol start="1">
<li>Improving Mathematics Achievement: The Power of Professional Learning Communities 
[[Robert Eaker]], Middle Tennessee State University, Murfreesboro, Tennessee 
[[Janel Keating]], White River School District, Buckley, Washington
</li>
<li>We're a Learning Community! Now What? 
[[Alan Blankstein]], The HOPE Foundation, Bloomington, Indiana
</li>
<li>Closing the Achievement Gap: Systemic Collaboration for Equity in Mathematics 
[[George Ashline]], Saint Michael's College, Colchester, Vermont 
[[Marny Frantz]], Vermont Mathematics Partnership, Westford, Vermont 
[[Kendra Gorton]], Milton Elementary School, Milton, Vermont 
[[Sandra Hepp]], Milton Elementary School, Milton, Vermont 
[[Stephanie Ratmeyer]], The Vermont Institutes/Vermont Mathematics, Montpelier, Vermont
</li>
</ol>

II. Students and Student Learning: How Does a Focus on Student Learning Impact Mathematics Teaching and Learning?

<ol start="4">
<li>Centering the Teaching of Mathematics on Urban Youth: Learning Together About Our Students and Their Communities 
[[Laurie Rubel|Laurie H. Rubel]], Brooklyn College of the City University of New York, New York, New York
</li>
<li>An Urban Partnership Rooted in Putting Principles of a Formative Assessment System Into Practice 
[[DeAnn Huinker]], University of Wisconsin-Milwaukee, Milwaukee, Wisconsin 
[[Henry Kranendonk]], Milwaukee Public Schools (retired), Milwaukee, Wisconsin 
[[Janis Freckmann]], Milwaukee Public Schools (retired), Milwaukee, Wisconsin
</li>
<li>Adapting Instruction for Latina/o Students: A Collaborative Experience Between Teachers and Researchers 
[[José María Menéndez]], Pima Community College, Tuscon, Arizona 
[[Laura Kondek McLeman]], University of Michigan-Flint, Flint, Michigan 
[[Sandra Musanti|Sandra I. Musanti]], University of Texas at Brownsville, Brownsville, Texas 
[[Barbara Trujillo]], Albuquerque, New Mexico 
[[Leslie Kahn|Leslie H. Kahn]], Tuscon, Arizona
</li>
<li>The School-Based Teacher Learners-to-Leaders Project: Learning From an Authentic Problem of Practice 
[[Jon Rahn Manon]], University of Delaware, Newark, Delaware 
[[Janice McCarthy]], Red Clay Consolidated School District, Wilmington, Delaware
</li>
</ol>

III. Teachers and Teacher Learning: What Practices Engage Teachers in Ways That Support Their Continued Learning?

<ol start="8">
<li>The Importance of Collaboration to New Teacher Development: Two Central Features of an Induction Fellowship 
[[Rachael Eriksen Brown]], Knowles Science Teaching Foundation, Moorestown, New Jersey 
[[Jenne Vissa|Jenne M. Vissa]], Knowles Science Teaching Foundation, Moorestown, New Jersey 
[[Jennifer Mossgrove|Jennifer L. Mossgrove]], Knowles Science Teaching Foundation, Moorestown, New Jersey
</li>
<li>Building a School-University Collaboration: A Search for Common Ground 
[[Margaret Smith|Margaret S. Smith]], University of Pittsburgh, Pittsburgh, Pennsylvania 
[[Jennifer Cartier|Jennifer L. Cartier]], University of Pittsburgh, Pittsburgh, Pennsylvania 
[[Samuel Eskelson|Samuel L. Eskelson]], University of Pittsburgh, Pittsburgh, Pennsylvania 
[[Miray Tekkumru-Kisa]], University of Pittsburgh, Pittsburgh, Pennsylvania
</li>
<li>Working ''With'', Supporting, and Empowering Mathematics Teaching Professionals: A Model of Effective Leadership 
[[Michelle Cirillo]], University of Delaware, Newark, Delaware 
[[Tammie Cass]], Nodaway Valley Middle School, Fontanelle, Iowa 
[[Darin Dowling]], McCombs Middle School, Des Moines, Iowa 
[[Jean Krusi]], Ames Middle School, Ames, Iowa 
[[Lana Lyddon Hatten]], Central Academy, Des Moines, Iowa 
[[Jeff Marks]], Roosevelt High School, Des Moines, Iowa 
[[Angie Shindelar]], Des Moines Public Schools, Des Moines, Iowa
</li>
</ol>

IV. Teacher Leaders and Coaches: How Can We Develop Teachers Into Leaders Within and Across Schools?

<ol start="11">
<li>Coaching and Elementary Mathematics Specialists: Findings From Research 
[[Patricia Campbell|Patricia F. Campbell]], University of Maryland, College Park, Maryland
</li>
<li>Using Instructional Coaching: Customized Professional Development in an Integrated High School Mathematics Program 
[[Erin Elizabeth Krupa]], Montclair State University, Montclair, New Jersey 
[[Jere Confrey]], North Carolina State University, Raleigh, North Carolina
</li>
<li>The Role of Communities of Practice in Developing Teacher Leadership 
[[Antonia Cameron]], Metamorphosis Teacher Learning Communities, New York, New York 
[[Frances Blanchette]], Public School 24, Brooklyn, New York 
[[Glenda Francis]], The Graduate Center - CUNY, New York, New York 
[[Christina Fuentes]], Public School 24, Brooklyn, New York 
[[Mayra Rivera-Deliz]], Public School 24, Brooklyn, New York
</li>
</ol>

V. Working With Multiple Partners: How Can Professionals From Different Settings and Roles Work Together to Benefit All?

<ol start="14">
<li>Collaborative Problem Solving as a Basis for a Professional Learning Community: Four Perspectives on Collaboration in the BIFOCAL Project 
[[Edward Silver]], University of Michigan, Ann Arbor, Michigan 
[[Valerie Mills]], Oakland Schools, Waterford, Michigan 
[[Dana Gosen]], Oakland Schools, Waterford, Michigan 
[[Geraldine Devine]], Oakland Schools, Waterford, Michigan
</li>
<li>Sustaining Effective Professional Development School Relationships 
[[Jackie Menser]], Randolph Middle School, Charlotte, North Carolina 
[[Adam Harbaugh]], University of North Carolina at Charlotte, Charlotte, North Carolina 
[[Claudia Cox]], Randolph Middle School, Charlotte, North Carolina 
[[David Pugalee|David K. Pugalee]], University of North Carolina at Charlotte, Charlotte, North Carolina
</li>
<li>Teachers Learning Through Collaboration: Challenges and Impacts of an Inter-Institutional Project 
[[Jacqueline Coomes]], Eastern Washington University, Cheney, Washington 
[[Janet Hart Frost]], Washington State University Spokane, Spokane, Washington 
[[Kristine Lindeblad]], Washington State University Spokane, Spokane, Washington
</li>
<li>Voices of Mathematicians and Mathematics Teacher Educators Co-Teaching Prospective Secondary Teachers 
[[Denisse Thompson|Denisse R. Thompson]], University of South Florida, Tampa, Florida 
[[Catherine Beneteau]], University of South Florida, Tampa, Florida 
[[Gladis Kersaint]], University of South Florida, Tampa, Florida 
[[Sarah Bleiler|Sarah K. Bleiler]], University of South Florida, Tampa, Florida
</li>
</ol>

VI. Going to Scale: How Can Collaborations Support Large Numbers of Students, Teachers, and Schools?

<ol start="18">
<li>Learning to Use Student Thinking: Development and Spread of "Re-Engagement" Strategies Through Lesson Study 
[[Catherine Lewis]], Mills College, Oakland, California 
[[Rebecca Perry]], Mills College, Oakland, California 
[[Shelley Friedkin]], Mills College, Oakland, California 
[[Linda Fisher]], Silicon Valley Mathematics Initiative, Morgan Hill, California 
[[Jacob Disston]], Willard Middle School, Berkeley, California 
[[David Foster]], Silicon Valley Mathematics Initiative, Morgan Hill, California 
</li>
<li>Negotiating Cultural Meanings: A Large-Scale Collaboration Among Mathematicians, Mathematics Teacher Educators, and Teachers 
[[Gladis Kersaint]], University of South Florida, Tampa, Florida 
[[Sandra Berger]], University of South Florida, Tampa, Florida
</li>
<li>Powerful Pedagogical Practices Program: Creating a Catalyst for Moving to a Problem-Based Curriculum 
[[Jamila Riser|Jamila Q. Riser]], Delaware Mathematics Coalition, Dover, Delaware
</li>
</ol>

VII. Sustaining Professional Collaborations: What Must Be in Place to Sustain the Energy and Gains Within a Professional Collaboration?

<ol start="21">
<li>Establishing and Maintaining Collaboration: Factors Related to the Sustainability of Lesson Study 
[[Randall Groth]], Salisbury University, Salisbury, Maryland
</li>
<li>Building and Sustaining Professional Collaborations: Using Japanese Lesson Study to Improve the Teaching and Learning of Mathematics 
[[Joan Moss]], Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario 
[[Richard Messina]], Institute of Child Study Laboratory School, Toronto, Ontario 
[[Elizabeth Morley]], Institute of Child Study Laboratory School, Toronto, Ontario 
[[Diane Tepylo]], Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario
</li>
</ol>

==Cite==
=== APA 7===

Bay-Williams, J. M., & Speer, W. R. (Eds.). (2012). ''Professional collaborations in mathematics teaching and learning: Seeking success for all''. National Council of Teachers of Mathematics

[[Category:Edited Books]]
[[Category:2012]]

Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All (2012 NCTM Yearbook)

2021-07-09T14:13:49Z

Raymond Johnson: Fix a break

== Contents ==
Preface

I. Frameworks for Professional Collaborations: Which Components of Collaborations Matter Most?

<ol start="1">
<li>Improving Mathematics Achievement: The Power of Professional Learning Communities 
[[Robert Eaker]], Middle Tennessee State University, Murfreesboro, Tennessee 
[[Janel Keating]], White River School District, Buckley, Washington
</li>
<li>We're a Learning Community! Now What? 
[[Alan Blankstein]], The HOPE Foundation, Bloomington, Indiana
</li>
<li>Closing the Achievement Gap: Systemic Collaboration for Equity in Mathematics 
[[George Ashline]], Saint Michael's College, Colchester, Vermont 
[[Marny Frantz]], Vermont Mathematics Partnership, Westford, Vermont 
[[Kendra Gorton]], Milton Elementary School, Milton, Vermont 
[[Sandra Hepp]], Milton Elementary School, Milton, Vermont 
[[Stephanie Ratmeyer]], The Vermont Institutes/Vermont Mathematics, Montpelier, Vermont
</li>
</ol>

II. Students and Student Learning: How Does a Focus on Student Learning Impact Mathematics Teaching and Learning?

<ol start="4">
<li>Centering the Teaching of Mathematics on Urban Youth: Learning Together About Our Students and Their Communities 
[[Laurie Rubel|Laurie H. Rubel]], Brooklyn College of the City University of New York, New York, New York
</li>
<li>An Urban Partnership Rooted in Putting Principles of a Formative Assessment System Into Practice 
[[DeAnn Huinker]], University of Wisconsin-Milwaukee, Milwaukee, Wisconsin 
[[Henry Kranendonk]], Milwaukee Public Schools (retired), Milwaukee, Wisconsin 
[[Janis Freckmann]], Milwaukee Public Schools (retired), Milwaukee, Wisconsin
</li>
<li>Adapting Instruction for Latina/o Students: A Collaborative Experience Between Teachers and Researchers 
[[José María Menéndez]], Pima Community College, Tuscon, Arizona 
[[Laura Kondek McLeman]], University of Michigan-Flint, Flint, Michigan 
[[Sandra Musanti|Sandra I. Musanti]], University of Texas at Brownsville, Brownsville, Texas 
[[Barbara Trujillo]], Albuquerque, New Mexico 
[[Leslie Kahn|Leslie H. Kahn]], Tuscon, Arizona
</li>
<li>The School-Based Teacher Learners-to-Leaders Project: Learning From an Authentic Problem of Practice 
[[Jon Rahn Manon]], University of Delaware, Newark, Delaware 
[[Janice McCarthy]], Red Clay Consolidated School District, Wilmington, Delaware
</li>
</ol>

III. Teachers and Teacher Learning: What Practices Engage Teachers in Ways That Support Their Continued Learning?

<ol start="8">
<li>The Importance of Collaboration to New Teacher Development: Two Central Features of an Induction Fellowship 
[[Rachael Eriksen Brown]], Knowles Science Teaching Foundation, Moorestown, New Jersey 
[[Jenne Vissa|Jenne M. Vissa]], Knowles Science Teaching Foundation, Moorestown, New Jersey 
[[Jennifer Mossgrove|Jennifer L. Mossgrove]], Knowles Science Teaching Foundation, Moorestown, New Jersey
</li>
<li>Building a School-University Collaboration: A Search for Common Ground 
[[Margaret Smith|Margaret S. Smith]], University of Pittsburgh, Pittsburgh, Pennsylvania 
[[Jennifer Cartier|Jennifer L. Cartier]], University of Pittsburgh, Pittsburgh, Pennsylvania 
[[Samuel Eskelson|Samuel L. Eskelson]], University of Pittsburgh, Pittsburgh, Pennsylvania 
[[Miray Tekkumru-Kisa]], University of Pittsburgh, Pittsburgh, Pennsylvania
</li>
<li>Working ''With'', Supporting, and Empowering Mathematics Teaching Professionals: A Model of Effective Leadership 
[[Michelle Cirillo]], University of Delaware, Newark, Delaware 
[[Tammie Cass]], Nodaway Valley Middle School, Fontanelle, Iowa 
[[Darin Dowling]], McCombs Middle School, Des Moines, Iowa 
[[Jean Krusi]], Ames Middle School, Ames, Iowa 
[[Lana Lyddon Hatten]], Central Academy, Des Moines, Iowa 
[[Jeff Marks]], Roosevelt High School, Des Moines, Iowa 
[[Angie Shindelar]], Des Moines Public Schools, Des Moines, Iowa
</li>
</ol>

IV. Teacher Leaders and Coaches: How Can We Develop Teachers Into Leaders Within and Across Schools?

<ol start="11">
<li>Coaching and Elementary Mathematics Specialists: Findings From Research 
[[Patricia Campbell|Patricia F. Campbell]], University of Maryland, College Park, Maryland
</li>
<li>Using Instructional Coaching: Customized Professional Development in an Integrated High School Mathematics Program 
[[Erin Elizabeth Krupa]], Montclair State University, Montclair, New Jersey 
[[Jere Confrey]], North Carolina State University, Raleigh, North Carolina
</li>
<li>The Role of Communities of Practice in Developing Teacher Leadership 
[[Antonia Cameron]], Metamorphosis Teacher Learning Communities, New York, New York 
[[Frances Blanchette]], Public School 24, Brooklyn, New York 
[[Glenda Francis]], The Graduate Center - CUNY, New York, New York 
[[Christina Fuentes]], Public School 24, Brooklyn, New York 
[[Mayra Rivera-Deliz]], Public School 24, Brooklyn, New York
</li>
</ol>

V. Working With Multiple Partners: How Can Professionals From Different Settings and Roles Work Together to Benefit All?

<ol start="14">
<li>Collaborative Problem Solving as a Basis for a Professional Learning Community: Four Perspectives on Collaboration in the BIFOCAL Project 
[[Edward Silver]], University of Michigan, Ann Arbor, Michigan 
[[Valerie Mills]], Oakland Schools, Waterford, Michigan 
[[Dana Gosen]], Oakland Schools, Waterford, Michigan 
[[Geraldine Devine]], Oakland Schools, Waterford, Michigan
</li>
<li>Sustaining Effective Professional Development School Relationships 
[[Jackie Menser]], Randolph Middle School, Charlotte, North Carolina 
[[Adam Harbaugh]], University of North Carolina at Charlotte, Charlotte, North Carolina 
[[Claudia Cox]], Randolph Middle School, Charlotte, North Carolina 
[[David Pugalee|David K. Pugalee]], University of North Carolina at Charlotte, Charlotte, North Carolina
</li>
<li>Teachers Learning Through Collaboration: Challenges and Impacts of an Inter-Institutional Project 
[[Jacqueline Coomes]], Eastern Washington University, Cheney, Washington 
[[Janet Hart Frost]], Washington State University Spokane, Spokane, Washington 
[[Kristine Lindeblad]], Washington State University Spokane, Spokane, Washington
</li>
<li>Voices of Mathematicians and Mathematics Teacher Educators Co-Teaching Prospective Secondary Teachers 
[[Denisse Thompson|Denisse R. Thompson]], University of South Florida, Tampa, Florida 
[[Catherine Beneteau]], University of South Florida, Tampa, Florida 
[[Gladis Kersaint]], University of South Florida, Tampa, Florida 
[[Sarah Bleiler|Sarah K. Bleiler]], University of South Florida, Tampa, Florida
</li>
</ol>

VI. Going to Scale: How Can Collaborations Support Large Numbers of Students, Teachers, and Schools?

<ol start="18">
<li>Learning to Use Student Thinking: Development and Spread of "Re-Engagement" Strategies Through Lesson Study 
[[Catherine Lewis]], Mills College, Oakland, California 
[[Rebecca Perry]], Mills College, Oakland, California 
[[Shelley Friedkin]], Mills College, Oakland, California 
[[Linda Fisher]], Silicon Valley Mathematics Initiative, Morgan Hill, California 
[[Jacob Disston]], Willard Middle School, Berkeley, California 
[[David Foster]], Silicon Valley Mathematics Initiative, Morgan Hill, California 
</li>
<li>Negotiating Cultural Meanings: A Large-Scale Collaboration Among Mathematicians, Mathematics Teacher Educators, and Teachers 
[[Gladis Kersaint]], University of South Florida, Tampa, Florida 
[[Sandra Berger]], University of South Florida, Tampa, Florida
</li>
<li>Powerful Pedagogical Practices Program: Creating a Catalyst for Moving to a Problem-Based Curriculum 
[[Jamila Riser|Jamila Q. Riser]], Delaware Mathematics Coalition, Dover, Delaware
</li>
</ol>

VII. Sustaining Professional Collaborations: What Must Be in Place to Sustain the Energy and Gains Within a Professional Collaboration?

<ol start="21">
<li>Establishing and Maintaining Collaboration: Factors Related to the Sustainability of Lesson Study 
[[Randall Groth]], Salisbury University, Salisbury, Maryland
</li>
<li>Building and Sustaining Professional Collaborations: Using Japanese Lesson Study to Improve the Teaching and Learning of Mathematics 
[[Joan Moss]], Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario 
[[Richard Messina]], Institute of Child Study Laboratory School, Toronto, Ontario 
[[Elizabeth Morley]], Institute of Child Study Laboratory School, Toronto, Ontario 
[[Diane Tepylo]], Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario
</li>
</ol>

==Cite==
=== APA 7===

Bay-Williams, J. M., & Speer, W. R. (Eds.). (2012). ''Professional collaborations in mathematics teaching and learning: Seeking success for all''. National Council of Teachers of Mathematics

[[Category:Edited Books]]
[[Category:2012]]

Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All (2012 NCTM Yearbook)

2021-07-09T14:04:44Z

Raymond Johnson: Use tags for breaks

== Contents ==
Preface

I. Frameworks for Professional Collaborations: Which Components of Collaborations Matter Most?

<ol start="1">
<li>Improving Mathematics Achievement: The Power of Professional Learning Communities 
[[Robert Eaker]], Middle Tennessee State University, Murfreesboro, Tennessee 
[[Janel Keating]], White River School District, Buckley, Washington
</li>
<li>We're a Learning Community! Now What? 
[[Alan Blankstein]], The HOPE Foundation, Bloomington, Indiana
</li>
<li>Closing the Achievement Gap: Systemic Collaboration for Equity in Mathematics 
[[George Ashline]], Saint Michael's College, Colchester, Vermont 
[[Marny Frantz]], Vermont Mathematics Partnership, Westford, Vermont 
[[Kendra Gorton]], Milton Elementary School, Milton, Vermont 
[[Sandra Hepp]], Milton Elementary School, Milton, Vermont 
[[Stephanie Ratmeyer]], The Vermont Institutes/Vermont Mathematics, Montpelier, Vermont
</li>
</ol>

II. Students and Student Learning: How Does a Focus on Student Learning Impact Mathematics Teaching and Learning?

<ol start="4">
<li>Centering the Teaching of Mathematics on Urban Youth: Learning Together About Our Students and Their Communities 
[[Laurie Rubel|Laurie H. Rubel]], Brooklyn College of the City University of New York, New York, New York
</li>
<li>An Urban Partnership Rooted in Putting Principles of a Formative Assessment System Into Practice 
[[DeAnn Huinker]], University of Wisconsin-Milwaukee, Milwaukee, Wisconsin 
[[Henry Kranendonk]], Milwaukee Public Schools (retired), Milwaukee, Wisconsin 
[[Janis Freckmann]], Milwaukee Public Schools (retired), Milwaukee, Wisconsin
</li>
<li>Adapting Instruction for Latina/o Students: A Collaborative Experience Between Teachers and Researchers
[[José María Menéndez]], Pima Community College, Tuscon, Arizona 
[[Laura Kondek McLeman]], University of Michigan-Flint, Flint, Michigan 
[[Sandra Musanti|Sandra I. Musanti]], University of Texas at Brownsville, Brownsville, Texas 
[[Barbara Trujillo]], Albuquerque, New Mexico 
[[Leslie Kahn|Leslie H. Kahn]], Tuscon, Arizona
</li>
<li>The School-Based Teacher Learners-to-Leaders Project: Learning From an Authentic Problem of Practice 
[[Jon Rahn Manon]], University of Delaware, Newark, Delaware 
[[Janice McCarthy]], Red Clay Consolidated School District, Wilmington, Delaware
</li>
</ol>

III. Teachers and Teacher Learning: What Practices Engage Teachers in Ways That Support Their Continued Learning?

<ol start="8">
<li>The Importance of Collaboration to New Teacher Development: Two Central Features of an Induction Fellowship 
[[Rachael Eriksen Brown]], Knowles Science Teaching Foundation, Moorestown, New Jersey 
[[Jenne Vissa|Jenne M. Vissa]], Knowles Science Teaching Foundation, Moorestown, New Jersey 
[[Jennifer Mossgrove|Jennifer L. Mossgrove]], Knowles Science Teaching Foundation, Moorestown, New Jersey
</li>
<li>Building a School-University Collaboration: A Search for Common Ground 
[[Margaret Smith|Margaret S. Smith]], University of Pittsburgh, Pittsburgh, Pennsylvania 
[[Jennifer Cartier|Jennifer L. Cartier]], University of Pittsburgh, Pittsburgh, Pennsylvania 
[[Samuel Eskelson|Samuel L. Eskelson]], University of Pittsburgh, Pittsburgh, Pennsylvania 
[[Miray Tekkumru-Kisa]], University of Pittsburgh, Pittsburgh, Pennsylvania
</li>
<li>Working ''With'', Supporting, and Empowering Mathematics Teaching Professionals: A Model of Effective Leadership 
[[Michelle Cirillo]], University of Delaware, Newark, Delaware 
[[Tammie Cass]], Nodaway Valley Middle School, Fontanelle, Iowa 
[[Darin Dowling]], McCombs Middle School, Des Moines, Iowa 
[[Jean Krusi]], Ames Middle School, Ames, Iowa 
[[Lana Lyddon Hatten]], Central Academy, Des Moines, Iowa 
[[Jeff Marks]], Roosevelt High School, Des Moines, Iowa 
[[Angie Shindelar]], Des Moines Public Schools, Des Moines, Iowa
</li>
</ol>

IV. Teacher Leaders and Coaches: How Can We Develop Teachers Into Leaders Within and Across Schools?

<ol start="11">
<li>Coaching and Elementary Mathematics Specialists: Findings From Research 
[[Patricia Campbell|Patricia F. Campbell]], University of Maryland, College Park, Maryland
</li>
<li>Using Instructional Coaching: Customized Professional Development in an Integrated High School Mathematics Program 
[[Erin Elizabeth Krupa]], Montclair State University, Montclair, New Jersey 
[[Jere Confrey]], North Carolina State University, Raleigh, North Carolina
</li>
<li>The Role of Communities of Practice in Developing Teacher Leadership 
[[Antonia Cameron]], Metamorphosis Teacher Learning Communities, New York, New York 
[[Frances Blanchette]], Public School 24, Brooklyn, New York 
[[Glenda Francis]], The Graduate Center - CUNY, New York, New York 
[[Christina Fuentes]], Public School 24, Brooklyn, New York 
[[Mayra Rivera-Deliz]], Public School 24, Brooklyn, New York
</li>
</ol>

V. Working With Multiple Partners: How Can Professionals From Different Settings and Roles Work Together to Benefit All?

<ol start="14">
<li>Collaborative Problem Solving as a Basis for a Professional Learning Community: Four Perspectives on Collaboration in the BIFOCAL Project 
[[Edward Silver]], University of Michigan, Ann Arbor, Michigan 
[[Valerie Mills]], Oakland Schools, Waterford, Michigan 
[[Dana Gosen]], Oakland Schools, Waterford, Michigan 
[[Geraldine Devine]], Oakland Schools, Waterford, Michigan
</li>
<li>Sustaining Effective Professional Development School Relationships 
[[Jackie Menser]], Randolph Middle School, Charlotte, North Carolina 
[[Adam Harbaugh]], University of North Carolina at Charlotte, Charlotte, North Carolina 
[[Claudia Cox]], Randolph Middle School, Charlotte, North Carolina 
[[David Pugalee|David K. Pugalee]], University of North Carolina at Charlotte, Charlotte, North Carolina
</li>
<li>Teachers Learning Through Collaboration: Challenges and Impacts of an Inter-Institutional Project 
[[Jacqueline Coomes]], Eastern Washington University, Cheney, Washington 
[[Janet Hart Frost]], Washington State University Spokane, Spokane, Washington 
[[Kristine Lindeblad]], Washington State University Spokane, Spokane, Washington
</li>
<li>Voices of Mathematicians and Mathematics Teacher Educators Co-Teaching Prospective Secondary Teachers 
[[Denisse Thompson|Denisse R. Thompson]], University of South Florida, Tampa, Florida 
[[Catherine Beneteau]], University of South Florida, Tampa, Florida 
[[Gladis Kersaint]], University of South Florida, Tampa, Florida 
[[Sarah Bleiler|Sarah K. Bleiler]], University of South Florida, Tampa, Florida
</li>
</ol>

VI. Going to Scale: How Can Collaborations Support Large Numbers of Students, Teachers, and Schools?

<ol start="18">
<li>Learning to Use Student Thinking: Development and Spread of "Re-Engagement" Strategies Through Lesson Study 
[[Catherine Lewis]], Mills College, Oakland, California 
[[Rebecca Perry]], Mills College, Oakland, California 
[[Shelley Friedkin]], Mills College, Oakland, California 
[[Linda Fisher]], Silicon Valley Mathematics Initiative, Morgan Hill, California 
[[Jacob Disston]], Willard Middle School, Berkeley, California 
[[David Foster]], Silicon Valley Mathematics Initiative, Morgan Hill, California 
</li>
<li>Negotiating Cultural Meanings: A Large-Scale Collaboration Among Mathematicians, Mathematics Teacher Educators, and Teachers 
[[Gladis Kersaint]], University of South Florida, Tampa, Florida 
[[Sandra Berger]], University of South Florida, Tampa, Florida
</li>
<li>Powerful Pedagogical Practices Program: Creating a Catalyst for Moving to a Problem-Based Curriculum 
[[Jamila Riser|Jamila Q. Riser]], Delaware Mathematics Coalition, Dover, Delaware
</li>
</ol>

VII. Sustaining Professional Collaborations: What Must Be in Place to Sustain the Energy and Gains Within a Professional Collaboration?

<ol start="21">
<li>Establishing and Maintaining Collaboration: Factors Related to the Sustainability of Lesson Study 
[[Randall Groth]], Salisbury University, Salisbury, Maryland
</li>
<li>Building and Sustaining Professional Collaborations: Using Japanese Lesson Study to Improve the Teaching and Learning of Mathematics 
[[Joan Moss]], Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario 
[[Richard Messina]], Institute of Child Study Laboratory School, Toronto, Ontario 
[[Elizabeth Morley]], Institute of Child Study Laboratory School, Toronto, Ontario 
[[Diane Tepylo]], Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario
</li>
</ol>

==Cite==
=== APA 7===

Bay-Williams, J. M., & Speer, W. R. (Eds.). (2012). ''Professional collaborations in mathematics teaching and learning: Seeking success for all''. National Council of Teachers of Mathematics

[[Category:Edited Books]]
[[Category:2012]]

Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All (2012 NCTM Yearbook)

2021-07-09T13:57:38Z

Raymond Johnson: Reformat author listings

== Contents ==
Preface

I. Frameworks for Professional Collaborations: Which Components of Collaborations Matter Most?

<ol start="1">
<li>Improving Mathematics Achievement: The Power of Professional Learning Communities
[[Robert Eaker]], Middle Tennessee State University, Murfreesboro, Tennessee

[[Janel Keating]], White River School District, Buckley, Washington
</li>
<li>We're a Learning Community! Now What?
[[Alan Blankstein]], The HOPE Foundation, Bloomington, Indiana
</li>
<li>Closing the Achievement Gap: Systemic Collaboration for Equity in Mathematics
[[George Ashline]], Saint Michael's College, Colchester, Vermont

[[Marny Frantz]], Vermont Mathematics Partnership, Westford, Vermont

[[Kendra Gorton]], Milton Elementary School, Milton, Vermont

[[Sandra Hepp]], Milton Elementary School, Milton, Vermont

[[Stephanie Ratmeyer]], The Vermont Institutes/Vermont Mathematics, Montpelier, Vermont
</li>
</ol>

II. Students and Student Learning: How Does a Focus on Student Learning Impact Mathematics Teaching and Learning?

<ol start="4">
<li>Centering the Teaching of Mathematics on Urban Youth: Learning Together About Our Students and Their Communities
[[Laurie Rubel|Laurie H. Rubel]], Brooklyn College of the City University of New York, New York, New York
</li>
<li>An Urban Partnership Rooted in Putting Principles of a Formative Assessment System Into Practice
[[DeAnn Huinker]], University of Wisconsin-Milwaukee, Milwaukee, Wisconsin

[[Henry Kranendonk]], Milwaukee Public Schools (retired), Milwaukee, Wisconsin

[[Janis Freckmann]], Milwaukee Public Schools (retired), Milwaukee, Wisconsin
</li>
<li>Adapting Instruction for Latina/o Students: A Collaborative Experience Between Teachers and Researchers
[[José María Menéndez]], Pima Community College, Tuscon, Arizona

[[Laura Kondek McLeman]], University of Michigan-Flint, Flint, Michigan

[[Sandra Musanti|Sandra I. Musanti]], University of Texas at Brownsville, Brownsville, Texas

[[Barbara Trujillo]], Albuquerque, New Mexico

[[Leslie Kahn|Leslie H. Kahn]], Tuscon, Arizona
</li>
<li>The School-Based Teacher Learners-to-Leaders Project: Learning From an Authentic Problem of Practice
[[Jon Rahn Manon]], University of Delaware, Newark, Delaware

[[Janice McCarthy]], Red Clay Consolidated School District, Wilmington, Delaware
</li>
</ol>

III. Teachers and Teacher Learning: What Practices Engage Teachers in Ways That Support Their Continued Learning?

<ol start="8">
<li>The Importance of Collaboration to New Teacher Development: Two Central Features of an Induction Fellowship
[[Rachael Eriksen Brown]], Knowles Science Teaching Foundation, Moorestown, New Jersey

[[Jenne Vissa|Jenne M. Vissa]], Knowles Science Teaching Foundation, Moorestown, New Jersey

[[Jennifer Mossgrove|Jennifer L. Mossgrove]], Knowles Science Teaching Foundation, Moorestown, New Jersey </li>
<li>Building a School-University Collaboration: A Search for Common Ground
[[Margaret Smith|Margaret S. Smith]], University of Pittsburgh, Pittsburgh, Pennsylvania

[[Jennifer Cartier|Jennifer L. Cartier]], University of Pittsburgh, Pittsburgh, Pennsylvania

[[Samuel Eskelson|Samuel L. Eskelson]], University of Pittsburgh, Pittsburgh, Pennsylvania

[[Miray Tekkumru-Kisa]], University of Pittsburgh, Pittsburgh, Pennsylvania
</li>
<li>Working ''With'', Supporting, and Empowering Mathematics Teaching Professionals: A Model of Effective Leadership
[[Michelle Cirillo]], University of Delaware, Newark, Delaware

[[Tammie Cass]], Nodaway Valley Middle School, Fontanelle, Iowa

[[Darin Dowling]], McCombs Middle School, Des Moines, Iowa

[[Jean Krusi]], Ames Middle School, Ames, Iowa

[[Lana Lyddon Hatten]], Central Academy, Des Moines, Iowa

[[Jeff Marks]], Roosevelt High School, Des Moines, Iowa

[[Angie Shindelar]], Des Moines Public Schools, Des Moines, Iowa
</li>
</ol>

IV. Teacher Leaders and Coaches: How Can We Develop Teachers Into Leaders Within and Across Schools?

<ol start="11">
<li>Coaching and Elementary Mathematics Specialists: Findings From Research
[[Patricia Campbell|Patricia F. Campbell]], University of Maryland, College Park, Maryland
</li>
<li>Using Instructional Coaching: Customized Professional Development in an Integrated High School Mathematics Program
[[Erin Elizabeth Krupa]], Montclair State University, Montclair, New Jersey

[[Jere Confrey]], North Carolina State University, Raleigh, North Carolina
</li>
<li>The Role of Communities of Practice in Developing Teacher Leadership
[[Antonia Cameron]], Metamorphosis Teacher Learning Communities, New York, New York

[[Frances Blanchette]], Public School 24, Brooklyn, New York

[[Glenda Francis]], The Graduate Center - CUNY, New York, New York

[[Christina Fuentes]], Public School 24, Brooklyn, New York

[[Mayra Rivera-Deliz]], Public School 24, Brooklyn, New York
</li>
</ol>

V. Working With Multiple Partners: How Can Professionals From Different Settings and Roles Work Together to Benefit All?

<ol start="14">
<li>Collaborative Problem Solving as a Basis for a Professional Learning Community: Four Perspectives on Collaboration in the BIFOCAL Project
[[Edward Silver]], University of Michigan, Ann Arbor, Michigan

[[Valerie Mills]], Oakland Schools, Waterford, Michigan

[[Dana Gosen]], Oakland Schools, Waterford, Michigan

[[Geraldine Devine]], Oakland Schools, Waterford, Michigan
</li>
<li>Sustaining Effective Professional Development School Relationships
[[Jackie Menser]], Randolph Middle School, Charlotte, North Carolina

[[Adam Harbaugh]], University of North Carolina at Charlotte, Charlotte, North Carolina

[[Claudia Cox]], Randolph Middle School, Charlotte, North Carolina

[[David Pugalee|David K. Pugalee]], University of North Carolina at Charlotte, Charlotte, North Carolina
</li>
<li>Teachers Learning Through Collaboration: Challenges and Impacts of an Inter-Institutional Project
[[Jacqueline Coomes]], Eastern Washington University, Cheney, Washington

[[Janet Hart Frost]], Washington State University Spokane, Spokane, Washington

[[Kristine Lindeblad]], Washington State University Spokane, Spokane, Washington
</li>
<li>Voices of Mathematicians and Mathematics Teacher Educators Co-Teaching Prospective Secondary Teachers
[[Denisse Thompson|Denisse R. Thompson]], University of South Florida, Tampa, Florida

[[Catherine Beneteau]], University of South Florida, Tampa, Florida

[[Gladis Kersaint]], University of South Florida, Tampa, Florida

[[Sarah Bleiler|Sarah K. Bleiler]], University of South Florida, Tampa, Florida
</li>
</ol>

VI. Going to Scale: How Can Collaborations Support Large Numbers of Students, Teachers, and Schools?

<ol start="18">
<li>Learning to Use Student Thinking: Development and Spread of "Re-Engagement" Strategies Through Lesson Study
[[Catherine Lewis]], Mills College, Oakland, California

[[Rebecca Perry]], Mills College, Oakland, California

[[Shelley Friedkin]], Mills College, Oakland, California

[[Linda Fisher]], Silicon Valley Mathematics Initiative, Morgan Hill, California

[[Jacob Disston]], Willard Middle School, Berkeley, California

[[David Foster]], Silicon Valley Mathematics Initiative, Morgan Hill, California
</li>
<li>Negotiating Cultural Meanings: A Large-Scale Collaboration Among Mathematicians, Mathematics Teacher Educators, and Teachers
[[Gladis Kersaint]], University of South Florida, Tampa, Florida

[[Sandra Berger]], University of South Florida, Tampa, Florida
</li>
<li>Powerful Pedagogical Practices Program: Creating a Catalyst for Moving to a Problem-Based Curriculum
[[Jamila Riser|Jamila Q. Riser]], Delaware Mathematics Coalition, Dover, Delaware
</li>
</ol>

VII. Sustaining Professional Collaborations: What Must Be in Place to Sustain the Energy and Gains Within a Professional Collaboration?

<ol start="21">
<li>Establishing and Maintaining Collaboration: Factors Related to the Sustainability of Lesson Study
[[Randall Groth]], Salisbury University, Salisbury, Maryland
</li>
<li>Building and Sustaining Professional Collaborations: Using Japanese Lesson Study to Improve the Teaching and Learning of Mathematics
[[Joan Moss]], Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario

[[Richard Messina]], Institute of Child Study Laboratory School, Toronto, Ontario

[[Elizabeth Morley]], Institute of Child Study Laboratory School, Toronto, Ontario

[[Diane Tepylo]], Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario
</li>
</ol>

==Cite==
=== APA 7===

Bay-Williams, J. M., & Speer, W. R. (Eds.). (2012). ''Professional collaborations in mathematics teaching and learning: Seeking success for all''. National Council of Teachers of Mathematics

[[Category:Edited Books]]
[[Category:2012]]

Glenadine Gibb

2021-07-08T14:53:53Z

Raymond Johnson: Create page

Elizabeth Glenadine Gibb (June 8, 1919 - June 29, 1984) was a mathematics educator, professor, journal editor, and past president of the [[National Council of Teachers of Mathematics]].

== Early Life and Academic Preparation ==
Glenadine Gibb was born June 8, 1919, in Biggsville, Illinois to Clarence Paul & Ida May (Glenn) Gibb. She received a bachelor of education Western Illinois University in 1941 and became a high school teacher. Gibb earned an M.A. from the George Peabody College for Teachers (now part of Vanderbilt University) in 1944 and a Ph.D. from the University of Wisconsin-Madison in 1953. Her dissertation was titled, ''Children's Thinking in the Process of Subtraction'' and [[John Mayor|John Roberts Mayor]] served as her advisor.

== Professional Career ==
After earning her bachelor's degree, Gibb taught high school mathematics and science in Mendon, Illinois for four years from 1941 to 1945. She then moved to teach secondary mathematics in Geneseo, Illinois for the 1945-1946 school year. In 1946, she was appointed as an instructor at Iowa State Teachers College (now the University of Northern Iowa), where she would move into the tenure track and stay until 1965.

Gibb moved to the University of Texas at Austin in 1965 and was tasked with building an interdisciplinary graduate program in mathematics education.

== External Links ==

* [https://www.genealogy.math.ndsu.nodak.edu/id.php?id=45444 E. Glenadine Gibb - The Mathematics Genealogy Project]
* [https://www.findagrave.com/memorial/126213553/elizabeth-glenadine-gibb Elizabeth Glenadine Gibb (1919-1984) - Find a Grave Memorial]

[[Category:NCTM Presidents]]
{{DEFAULTSORT:Gibb, Elizabeth Glenadine}}
[[Category:People]]

Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All (2012 NCTM Yearbook)

2021-07-07T20:04:00Z

Raymond Johnson: Added author links and affiliations

== Contents ==
Preface

I. Frameworks for Professional Collaborations: Which Components of Collaborations Matter Most?

<ol start="1">
<li>Improving Mathematics Achievement: The Power of Professional Learning Communities by [[Robert Eaker]] (Middle Tennessee State University, Murfreesboro, Tennessee) and [[Janel Keating]] (White River School District, Buckley, Washington)</li>
<li>We're a Learning Community! Now What? by [[Alan Blankstein]] (The HOPE Foundation, Bloomington, Indiana)</li>
<li>Closing the Achievement Gap: Systemic Collaboration for Equity in Mathematics by [[George Ashline]] (Saint Michael's College, Colchester, Vermont), [[Marny Frantz]] (Vermont Mathematics Partnership, Westford, Vermont), [[Kendra Gorton]] (Milton Elementary School, Milton, Vermont), [[Sandra Hepp]] (Milton Elementary School, Milton, Vermont), and [[Stephanie Ratmeyer]] (The Vermont Institutes/Vermont Mathematics, Montpelier, Vermont)</li>
</ol>

II. Students and Student Learning: How Does a Focus on Student Learning Impact Mathematics Teaching and Learning?

<ol start="4">
<li>Centering the Teaching of Mathematics on Urban Youth: Learning Together About Our Students and Their Communities by [[Laurie Rubel|Laurie H. Rubel]] (Brooklyn College of the City University of New York, New York, New York)</li>
<li>An Urban Partnership Rooted in Putting Principles of a Formative Assessment System Into Practice by [[DeAnn Huinker]] (University of Wisconsin-Milwaukee, Milwaukee, Wisconsin), [[Henry Kranendonk]] (Milwaukee Public Schools (retired), Milwaukee, Wisconsin), and [[Janis Freckmann]] (Milwaukee Public Schools (retired), Milwaukee, Wisconsin)</li>
<li>Adapting Instruction for Latina/o Students: A Collaborative Experience Between Teachers and Researchers by [[José María Menéndez]] (Pima Community College, Tuscon, Arizona), [[Laura Kondek McLeman]] (University of Michigan-Flint, Flint, Michigan), [[Sandra Musanti|Sandra I. Musanti]] (University of Texas at Brownsville, Brownsville, Texas), [[Barbara Trujillo]] (Albuquerque, New Mexico), and [[Leslie Kahn|Leslie H. Kahn]] (Tuscon, Arizona)</li>
<li>The School-Based Teacher Learners-to-Leaders Project: Learning From an Authentic Problem of Practice by [[Jon Rahn Manon]] (University of Delaware, Newark, Delaware) and [[Janice McCarthy]] (Red Clay Consolidated School District, Wilmington, Delaware)</li>
</ol>

III. Teachers and Teacher Learning: What Practices Engage Teachers in Ways That Support Their Continued Learning?

<ol start="8">
<li>The Importance of Collaboration to New Teacher Development: Two Central Features of an Induction Fellowship by [[Rachael Eriksen Brown]] (Knowles Science Teaching Foundation, Moorestown, New Jersey), [[Jenne Vissa|Jenne M. Vissa]] (Knowles Science Teaching Foundation, Moorestown, New Jersey), and [[Jennifer Mossgrove|Jennifer L. Mossgrove]] (Knowles Science Teaching Foundation, Moorestown, New Jersey)</li>
<li>Building a School-University Collaboration: A Search for Common Ground by [[Margaret Smith|Margaret S. Smith]] (University of Pittsburgh, Pittsburgh, Pennsylvania), [[Jennifer Cartier|Jennifer L. Cartier]] (University of Pittsburgh, Pittsburgh, Pennsylvania), [[Samuel Eskelson|Samuel L. Eskelson]] (University of Pittsburgh, Pittsburgh, Pennsylvania), and [[Miray Tekkumru-Kisa]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
<li>Working ''With'', Supporting, and Empowering Mathematics Teaching Professionals: A Model of Effective Leadership by [[Michelle Cirillo]] (University of Delaware, Newark, Delaware), [[Tammie Cass]] (Nodaway Valley Middle School, Fontanelle, Iowa), [[Darin Dowling]] (McCombs Middle School, Des Moines, Iowa), [[Jean Krusi]] (Ames Middle School, Ames, Iowa), [[Lana Lyddon Hatten]] (Central Academy, Des Moines, Iowa), [[Jeff Marks]] (Roosevelt High School, Des Moines, Iowa), and [[Angie Shindelar]] (Des Moines Public Schools, Des Moines, Iowa)</li>
</ol>

IV. Teacher Leaders and Coaches: How Can We Develop Teachers Into Leaders Within and Across Schools?

<ol start="11">
<li>Coaching and Elementary Mathematics Specialists: Findings From Research by [[Patricia Campbell|Patricia F. Campbell]] (University of Maryland, College Park, Maryland)</li>
<li>Using Instructional Coaching: Customized Professional Development in an Integrated High School Mathematics Program by [[Erin Elizabeth Krupa]] (Montclair State University, Montclair, New Jersey) and [[Jere Confrey]] (North Carolina State University, Raleigh, North Carolina)</li>
<li>The Role of Communities of Practice in Developing Teacher Leadership by [[Antonia Cameron]] (Metamorphosis Teacher Learning Communities, New York, New York), [[Frances Blanchette]] (Public School 24, Brooklyn, New York), [[Glenda Francis]] (The Graduate Center - CUNY, New York, New York), [[Christina Fuentes]] (Public School 24, Brooklyn, New York), and [[Mayra Rivera-Deliz]] (Public School 24, Brooklyn, New York)</li>
</ol>

V. Working With Multiple Partners: How Can Professionals From Different Settings and Roles Work Together to Benefit All?

<ol start="14">
<li>Collaborative Problem Solving as a Basis for a Professional Learning Community: Four Perspectives on Collaboration in the BIFOCAL Project by [[Edward Silver]] (University of Michigan, Ann Arbor, Michigan), [[Valerie Mills]] (Oakland Schools, Waterford, Michigan), [[Dana Gosen]] (Oakland Schools, Waterford, Michigan), and [[Geraldine Devine]] (Oakland Schools, Waterford, Michigan)</li>
<li>Sustaining Effective Professional Development School Relationships by [[Jackie Menser]] (Randolph Middle School, Charlotte, North Carolina), [[Adam Harbaugh]] (University of North Carolina at Charlotte, Charlotte, North Carolina), [[Claudia Cox]] (Randolph Middle School, Charlotte, North Carolina), and [[David Pugalee|David K. Pugalee]] (University of North Carolina at Charlotte, Charlotte, North Carolina)</li>
<li>Teachers Learning Through Collaboration: Challenges and Impacts of an Inter-Institutional Project by [[Jacqueline Coomes]] (Eastern Washington University, Cheney, Washington), [[Janet Hart Frost]] (Washington State University Spokane, Spokane, Washington), and [[Kristine Lindeblad]] (Washington State University Spokane, Spokane, Washington)</li>
<li>Voices of Mathematicians and Mathematics Teacher Educators Co-Teaching Prospective Secondary Teachers by [[Denisse Thompson|Denisse R. Thompson]] (University of South Florida, Tampa, Florida), [[Catherine Beneteau]] (University of South Florida, Tampa, Florida), [[Gladis Kersaint]] (University of South Florida, Tampa, Florida), and [[Sarah Bleiler|Sarah K. Bleiler]] (University of South Florida, Tampa, Florida)</li>
</ol>

VI. Going to Scale: How Can Collaborations Support Large Numbers of Students, Teachers, and Schools?

<ol start="18">
<li>Learning to Use Student Thinking: Development and Spread of "Re-Engagement" Strategies Through Lesson Study by [[Catherine Lewis]] (Mills College, Oakland, California), [[Rebecca Perry]] (Mills College, Oakland, California), [[Shelley Friedkin]] (Mills College, Oakland, California), [[Linda Fisher]] (Silicon Valley Mathematics Initiative, Morgan Hill, California), [[Jacob Disston]] (Willard Middle School, Berkeley, California), and [[David Foster]] (Silicon Valley Mathematics Initiative, Morgan Hill, California)</li>
<li>Negotiating Cultural Meanings: A Large-Scale Collaboration Among Mathematicians, Mathematics Teacher Educators, and Teachers by [[Gladis Kersaint]] (University of South Florida, Tampa, Florida) and [[Sandra Berger]] (University of South Florida, Tampa, Florida)</li>
<li>Powerful Pedagogical Practices Program: Creating a Catalyst for Moving to a Problem-Based Curriculum by [[Jamila Riser|Jamila Q. Riser]] (Delaware Mathematics Coalition, Dover, Delaware)</li>
</ol>

VII. Sustaining Professional Collaborations: What Must Be in Place to Sustain the Energy and Gains Within a Professional Collaboration?

<ol start="21">
<li>Establishing and Maintaining Collaboration: Factors Related to the Sustainability of Lesson Study by [[Randall Groth]] (Salisbury University, Salisbury, Maryland)</li>
<li>Building and Sustaining Professional Collaborations: Using Japanese Lesson Study to Improve the Teaching and Learning of Mathematics by [[Joan Moss]] (Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario), [[Richard Messina]] (Institute of Child Study Laboratory School, Toronto, Ontario), [[Elizabeth Morley]] (Institute of Child Study Laboratory School, Toronto, Ontario), [[Diane Tepylo]] (Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario)</li>
</ol>

== Cite ==
=== APA 7 ===

Bay-Williams, J. M., & Speer, W. R. (Eds.). (2012). ''Professional collaborations in mathematics teaching and learning: Seeking success for all''. National Council of Teachers of Mathematics

[[Category:Edited Books]]
[[Category:2012]]

File:1977 NCTM Yearbook.jpg

2021-07-05T21:53:03Z

Raymond Johnson: Raymond Johnson uploaded a new version of File:1977 NCTM Yearbook.jpg

== Summary ==
Front cover of the 1977 NCTM yearbook.

Organizing for Mathematics Instruction (1977 NCTM Yearbook)

2021-07-05T21:51:35Z

Raymond Johnson: Added intro

[[File:1977 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1977 NCTM yearbook]]

''Organizing for Mathematics Instruction'' was published in 1977 by the [[National Council of Teachers of Mathematics]] as their [[NCTM Yearbooks|39th Yearbook]]. In the preface, yearbook editor [[Joe Crosswhite|F. Joe Crosswhite]] (Ohio State University) says the call for proposals asked mathematics educators to respond to the question, "What would you expect to see in an NCTM yearbook entitled ''Alternatives in Organizing for Mathematics Instruction''?" The call attracted nearly 50 proposals, and the editors narrowed the scope by excluding proposals focused solely on the reorganization of mathematical content, and instead gave preference to those proposals focused on the organization of teaching, as that would be of more direct benefit to NCTM's membership. Crosswhite was assisted by NCTM's general yearbook editor, [[Robert Reys|Robert E. Reys]] (University of Missouri), and special acknowledgements were made to [[Jon Higgins|Jon L. Higgins]] and [[Marilyn Suydam|Marilyn N. Suydam]] for their contributions.

==Contents==

Preface

#Organizing for Individualization: The IGE Model by [[Thomas Romberg|Thomas A. Romberg]] (University of Wisconsin, Madison, Wisconsin)
#Organizing for Individualization: A Departmental Model by [[Peggy House|Peggy A. House]] (University of Minnesota, Minneapolis, Minnesota)
#Organizing for Individualization: A Classroom Model by [[Janet Barnard]] (Colene Hoose Elementary School, Normal, Illinois) and [[Carol Dodd-Thornton|Carol Dodd Thornton]] (Illinois State University, Normal, Illinois)
#Organizing Independent Learning Units by [[Joseph Abruscato]] (University of Vermont, Burlington, Vermont) and [[Clinton Erb|Clinton A. Erb]] (University of Vermont, Burlington, Vermont)
#Organizing Goal-Referenced Instructional Units by [[Robert Nicely|Robert F. Nicely, Jr.]] (Pennsylvania State University, University Park, Pennsylvania)
#Organizing a Learning Cooperative: Survival Groups by [[Herbert Fremont]] (Queens College, Flushing, New York)
# Organizing for Simulations by [[John Peterson|John C. Peterson]] (Ohio State University, Columbus, Ohio)
#Organizing for Mastery Learning: A Group-Based Approach by [[Judith Harle Hector]] (Walters State Community College, Morristown, Tennessee)
#Organizing Instruction: Logical Considerations by [[Thomas Cooney|Thomas A. Cooney]] (University of Georgia, Athens, Georgia)
#Organizing for Alternative Schools: An Integrated Curriculum by [[Jane Donnelly Gawronski]] (San Diego County Schools, San Diego, California) and [[Joan Fehlen|Joan E. Fehlen]] (Minneapolis Public Schools, Minneapolis, Minnesota)
#The Teacher-Centered Classroom by [[Gerald Rising|Gerald R. Rising]] (State University of New York at Buffalo, Buffalo, New York), [[Stephen Brown|Stephen I. Brown]] (State University of New York at Buffalo, Buffalo, New York), and [[Lawrence Meyerson|Lawrence N. Meyerson]] (State University of New York at Buffalo, Buffalo, New York)
#Implications of Research for Instruction in Self-Paced Mathematics Classrooms by [[Harold Schoen|Harold L. Schoen]] (University of Iowa, Iowa City, Iowa)
#Hand-Held Calculators: Past, Present, and Future by [[Max Bell]] (University of Chicago, Chicago, Illinois), [[Edward Esty]] (National Institute of Education, Washington, D.C.), [[Joseph Payne|Joseph N. Payne]] (University of Michigan, Ann Arbor, Michigan), and [[Marilyn Suydam|Marilyn N. Suydam]] (Ohio State University, Columbus, Ohio)

==Cite==

===APA 7 ===
[[Joe Crosswhite|Crosswhite, F. J.]] & [[Robert Reys|Reys, R. E.]] (Eds.). (1977). ''Organizing for mathematics instruction''. National Council of Teachers of Mathematics.
[[Category:Edited Books]]
[[Category:1977]]

Organizing for Mathematics Instruction (1977 NCTM Yearbook)

2021-07-05T20:22:05Z

Raymond Johnson: Added cover image and links

[[File:1977 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1977 NCTM yearbook]]

==Contents==

Preface

# Organizing for Individualization: The IGE Model by [[Thomas Romberg|Thomas A. Romberg]] (University of Wisconsin, Madison, Wisconsin)
# Organizing for Individualization: A Departmental Model by [[Peggy House|Peggy A. House]] (University of Minnesota, Minneapolis, Minnesota)
# Organizing for Individualization: A Classroom Model by [[Janet Barnard]] (Colene Hoose Elementary School, Normal, Illinois) and [[Carol Dodd-Thornton|Carol Dodd Thornton]] (Illinois State University, Normal, Illinois)
# Organizing Independent Learning Units by [[Joseph Abruscato]] (University of Vermont, Burlington, Vermont) and [[Clinton Erb|Clinton A. Erb]] (University of Vermont, Burlington, Vermont)
# Organizing Goal-Referenced Instructional Units by [[Robert Nicely|Robert F. Nicely, Jr.]] (Pennsylvania State University, University Park, Pennsylvania)
# Organizing a Learning Cooperative: Survival Groups by [[Herbert Fremont]] (Queens College, Flushing, New York)
# Organizing for Simulations by [[John Peterson|John C. Peterson]] (Ohio State University, Columbus, Ohio)
# Organizing for Mastery Learning: A Group-Based Approach by [[Judith Harle Hector]] (Walters State Community College, Morristown, Tennessee)
# Organizing Instruction: Logical Considerations by [[Thomas Cooney|Thomas A. Cooney]] (University of Georgia, Athens, Georgia)
# Organizing for Alternative Schools: An Integrated Curriculum by [[Jane Donnelly Gawronski]] (San Diego County Schools, San Diego, California) and [[Joan Fehlen|Joan E. Fehlen]] (Minneapolis Public Schools, Minneapolis, Minnesota)
# The Teacher-Centered Classroom by [[Gerald Rising|Gerald R. Rising]] (State University of New York at Buffalo, Buffalo, New York), [[Stephen Brown|Stephen I. Brown]] (State University of New York at Buffalo, Buffalo, New York), and [[Lawrence Meyerson|Lawrence N. Meyerson]] (State University of New York at Buffalo, Buffalo, New York)
# Implications of Research for Instruction in Self-Paced Mathematics Classrooms by [[Harold Schoen|Harold L. Schoen]] (University of Iowa, Iowa City, Iowa)
# Hand-Held Calculators: Past, Present, and Future by [[Max Bell]] (University of Chicago, Chicago, Illinois), [[Edward Esty]] (National Institute of Education, Washington, D.C.), [[Joseph Payne|Joseph N. Payne]] (University of Michigan, Ann Arbor, Michigan), and [[Marilyn Suydam|Marilyn N. Suydam]] (Ohio State University, Columbus, Ohio)

== Cite ==

=== APA 7 ===
[[Joe Crosswhite|Crosswhite, F. J.]] & [[Robert Reys|Reys, R. E.]] (Eds.). (1977). ''Organizing for mathematics instruction''. National Council of Teachers of Mathematics.
[[Category:Edited Books]]
[[Category:1977]]

File:1977 NCTM Yearbook.jpg

2021-07-05T20:20:45Z

Raymond Johnson: Front cover of the 1977 NCTM yearbook.

== Summary ==
Front cover of the 1977 NCTM yearbook.

Walter Carnahan

2021-07-05T18:12:31Z

Raymond Johnson: Create page

Walter Hervey Carnahan (November 2, 1891 - May 31, 1983) was a mathematics educator and member of the Purdue University faculty from 1942 to 1955. He published 30 textbooks in mathematics and was an editor with D. C. Heath Company of Boston from 1947 to 1956.

== External Links ==

* Walter Hervey Carnahan (1891-1983) at [https://www.findagrave.com/memorial/89497030/walter-hervey-carnahan Find a Grave]

[[Category:People]]
{{DEFAULTSORT:Carnahan, Walter}}

The Learning of Mathematics: Its Theory and Practice (1953 NCTM Yearbook)

2021-07-05T18:03:35Z

Raymond Johnson: Added links to committee

''The Learning of Mathematics: Its Theory and Practice'' was published by the [[National Council of Teachers of Mathematics]] in 1953 as their [[NCTM Yearbooks|21st Yearbook]]. NCTM reprinted this yearbook in 1995. It was edited by [[Howard Fehr]] of Teachers College, Columbia University, and was the first NCTM yearbook to directed by NCTM's inaugural Yearbook Planning Committee, consisting of [[Walter Carnahan|Mr. Walter H. Carnahan]], [[Veryl Schult|Miss Veryl Schult]], and [[F. Lynwood Wren|Mr. F. Lynwood Wren]]. With this yearbook, Fehr asks in the preface, "How does the human brain and nervous system acquire its store of mathematical knowledge? How does the human organism use this store of knowledge once it has acquired it?" Fehr admits that relatively little was known about the answers to these questions at the time, but yet it was important for mathematics educators of all levels to study what is known.

== Contents ==

Preface

<ol style="list-style-type: upper-roman;">
<li>Theories of Learning Related to the Field of Mathematics by [[Howard Fehr|Howard F. Fehr]] (Teachers College, Columbia University, New York City)</li>
<li>Motivation for Education in Mathematics by [[Maurice Hartung|Maurice L. Hartung]] (University of Chicago, Chicago, Illinois)</li>
<li>The Formation of Concepts by [[Henry Van Engen]] (State Teachers College, Cedar Falls, Iowa)</li>
<li>Sensory Learning Applied to Mathematics by [[Henry Syer|Henry W. Syer]] (Boston University, Boston, Massachusetts)</li>
<li>Language in Mathematics by [[Irvin Brune|Irvin H. Brune]] (State Teachers College, Cedar Falls, Iowa)</li>
<li>Drill—Practice—Recurring Experience by [[Ben Sueltz|Ben A. Sueltz]] (State Teachers College, Cortland, New York)</li>
<li>Transfer of Training by [[Myron Rosskopf|Myron F. Rosskopf]] (Teachers College, Columbia University, New York City)</li>
<li>Problem-Solving in Mathematics by [[Kenneth Henderson|Kenneth B. Henderson]] (University of Illinois, Urbana, Illinois) and [[Robert Pingry|Robert E. Pingry]] (University of Illinois, Urbana, Illinois)</li>
<li>Provision for Individual Differences by [[Rolland Smith|Rolland R. Smith]] (Public Schools, Springfield, Massachusetts)</li>
<li>Planned Instruction by [[Irving Allen Dodes]] (Stuyvesant High School, New York City)</li>
<li>Learning Theory and the Improvement of Instruction—A Balanced Program by [[John Clark|John R. Clark]] (Teachers College, Columbia University, New York City) and [[Howard Fehr|Howard F. Fehr]] (Teachers College, Columbia University, New York City)</li>
</ol>

== External Links ==

* ''The Learning of Mathematics: Its Theory and Practice'', available for download from [https://eric.ed.gov/?id=ED096182 ERIC]

== Cite ==
=== APA 7 ===

[[Howard Fehr|Fehr, H. F.]] (Ed.). (1953). ''The learning of mathematics: Its theory and practice''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1953]]
{{DEFAULTSORT:Learning_of_Mathematics:_Its_Theory_and_Practice_(1953_NCTM_Yearbook)}}
__NOTOC__

The Learning of Mathematics: Its Theory and Practice (1953 NCTM Yearbook)

2021-07-05T18:01:12Z

Raymond Johnson: Added reprint info.

''The Learning of Mathematics: Its Theory and Practice'' was published by the National Council of Teachers of Mathematics in 1953 as their [[NCTM Yearbooks|21st Yearbook]]. NCTM reprinted this yearbook in 1995. It was edited by [[Howard Fehr]] of Teachers College, Columbia University, and was the first NCTM yearbook to directed by NCTM's inaugural Yearbook Planning Committee, consisting of Mr. Walter H. Carnahan, Miss Veryl Schult, and Mr. F. Lynwood Wren. With this yearbook, Fehr asks in the preface, "How does the human brain and nervous system acquire its store of mathematical knowledge? How does the human organism use this store of knowledge once it has acquired it?" Fehr admits that relatively little was known about the answers to these questions at the time, but yet it was important for mathematics educators of all levels to study what is known.

== Contents ==

Preface

<ol style="list-style-type: upper-roman;">
<li>Theories of Learning Related to the Field of Mathematics by [[Howard Fehr|Howard F. Fehr]] (Teachers College, Columbia University, New York City)</li>
<li>Motivation for Education in Mathematics by [[Maurice Hartung|Maurice L. Hartung]] (University of Chicago, Chicago, Illinois)</li>
<li>The Formation of Concepts by [[Henry Van Engen]] (State Teachers College, Cedar Falls, Iowa)</li>
<li>Sensory Learning Applied to Mathematics by [[Henry Syer|Henry W. Syer]] (Boston University, Boston, Massachusetts)</li>
<li>Language in Mathematics by [[Irvin Brune|Irvin H. Brune]] (State Teachers College, Cedar Falls, Iowa)</li>
<li>Drill—Practice—Recurring Experience by [[Ben Sueltz|Ben A. Sueltz]] (State Teachers College, Cortland, New York)</li>
<li>Transfer of Training by [[Myron Rosskopf|Myron F. Rosskopf]] (Teachers College, Columbia University, New York City)</li>
<li>Problem-Solving in Mathematics by [[Kenneth Henderson|Kenneth B. Henderson]] (University of Illinois, Urbana, Illinois) and [[Robert Pingry|Robert E. Pingry]] (University of Illinois, Urbana, Illinois)</li>
<li>Provision for Individual Differences by [[Rolland Smith|Rolland R. Smith]] (Public Schools, Springfield, Massachusetts)</li>
<li>Planned Instruction by [[Irving Allen Dodes]] (Stuyvesant High School, New York City)</li>
<li>Learning Theory and the Improvement of Instruction—A Balanced Program by [[John Clark|John R. Clark]] (Teachers College, Columbia University, New York City) and [[Howard Fehr|Howard F. Fehr]] (Teachers College, Columbia University, New York City)</li>
</ol>

== External Links ==

* ''The Learning of Mathematics: Its Theory and Practice'', available for download from [https://eric.ed.gov/?id=ED096182 ERIC]

== Cite ==
=== APA 7 ===

[[Howard Fehr|Fehr, H. F.]] (Ed.). (1953). ''The learning of mathematics: Its theory and practice''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1953]]
{{DEFAULTSORT:Learning_of_Mathematics:_Its_Theory_and_Practice_(1953_NCTM_Yearbook)}}
__NOTOC__

The Learning of Mathematics: Its Theory and Practice (1953 NCTM Yearbook)

2021-07-05T17:58:59Z

Raymond Johnson: Added external link; supressed TOC

''The Learning of Mathematics: Its Theory and Practice'' was published by the National Council of Teachers of Mathematics in 1953 as their [[NCTM Yearbooks|21st Yearbook]]. It was edited by [[Howard Fehr]] of Teachers College, Columbia University, and was the first NCTM yearbook to directed by NCTM's inaugural Yearbook Planning Committee, consisting of Mr. Walter H. Carnahan, Miss Veryl Schult, and Mr. F. Lynwood Wren. With this yearbook, Fehr asks in the preface, "How does the human brain and nervous system acquire its store of mathematical knowledge? How does the human organism use this store of knowledge once it has acquired it?" Fehr admits that relatively little was known about the answers to these questions at the time, but yet it was important for mathematics educators of all levels to study what is known.

== Contents ==

Preface

<ol style="list-style-type: upper-roman;">
<li>Theories of Learning Related to the Field of Mathematics by [[Howard Fehr|Howard F. Fehr]] (Teachers College, Columbia University, New York City)</li>
<li>Motivation for Education in Mathematics by [[Maurice Hartung|Maurice L. Hartung]] (University of Chicago, Chicago, Illinois)</li>
<li>The Formation of Concepts by [[Henry Van Engen]] (State Teachers College, Cedar Falls, Iowa)</li>
<li>Sensory Learning Applied to Mathematics by [[Henry Syer|Henry W. Syer]] (Boston University, Boston, Massachusetts)</li>
<li>Language in Mathematics by [[Irvin Brune|Irvin H. Brune]] (State Teachers College, Cedar Falls, Iowa)</li>
<li>Drill—Practice—Recurring Experience by [[Ben Sueltz|Ben A. Sueltz]] (State Teachers College, Cortland, New York)</li>
<li>Transfer of Training by [[Myron Rosskopf|Myron F. Rosskopf]] (Teachers College, Columbia University, New York City)</li>
<li>Problem-Solving in Mathematics by [[Kenneth Henderson|Kenneth B. Henderson]] (University of Illinois, Urbana, Illinois) and [[Robert Pingry|Robert E. Pingry]] (University of Illinois, Urbana, Illinois)</li>
<li>Provision for Individual Differences by [[Rolland Smith|Rolland R. Smith]] (Public Schools, Springfield, Massachusetts)</li>
<li>Planned Instruction by [[Irving Allen Dodes]] (Stuyvesant High School, New York City)</li>
<li>Learning Theory and the Improvement of Instruction—A Balanced Program by [[John Clark|John R. Clark]] (Teachers College, Columbia University, New York City) and [[Howard Fehr|Howard F. Fehr]] (Teachers College, Columbia University, New York City)</li>
</ol>

== External Links ==

* ''The Learning of Mathematics: Its Theory and Practice'', available for download from [https://eric.ed.gov/?id=ED096182 ERIC]

== Cite ==
=== APA 7 ===

[[Howard Fehr|Fehr, H. F.]] (Ed.). (1953). ''The learning of mathematics: Its theory and practice''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1953]]
{{DEFAULTSORT:Learning_of_Mathematics:_Its_Theory_and_Practice_(1953_NCTM_Yearbook)}}
__NOTOC__

The Learning of Mathematics: Its Theory and Practice (1953 NCTM Yearbook)

2021-07-05T17:55:13Z

Raymond Johnson: Add intro and affiliations, link authors

''The Learning of Mathematics: Its Theory and Practice'' was published by the National Council of Teachers of Mathematics in 1953 as their [[NCTM Yearbooks|21st Yearbook]]. It was edited by [[Howard Fehr]] of Teachers College, Columbia University, and was the first NCTM yearbook to directed by NCTM's inaugural Yearbook Planning Committee, consisting of Mr. Walter H. Carnahan, Miss Veryl Schult, and Mr. F. Lynwood Wren. With this yearbook, Fehr asks in the preface, "How does the human brain and nervous system acquire its store of mathematical knowledge? How does the human organism use this store of knowledge once it has acquired it?" Fehr admits that relatively little was known about the answers to these questions at the time, but yet it was important for mathematics educators of all levels to study what is known.

== Contents ==

Preface

<ol style="list-style-type: upper-roman;">
<li>Theories of Learning Related to the Field of Mathematics by [[Howard Fehr|Howard F. Fehr]] (Teachers College, Columbia University, New York City)</li>
<li>Motivation for Education in Mathematics by [[Maurice Hartung|Maurice L. Hartung]] (University of Chicago, Chicago, Illinois)</li>
<li>The Formation of Concepts by [[Henry Van Engen]] (State Teachers College, Cedar Falls, Iowa)</li>
<li>Sensory Learning Applied to Mathematics by [[Henry Syer|Henry W. Syer]] (Boston University, Boston, Massachusetts)</li>
<li>Language in Mathematics by [[Irvin Brune|Irvin H. Brune]] (State Teachers College, Cedar Falls, Iowa)</li>
<li>Drill—Practice—Recurring Experience by [[Ben Sueltz|Ben A. Sueltz]] (State Teachers College, Cortland, New York)</li>
<li>Transfer of Training by [[Myron Rosskopf|Myron F. Rosskopf]] (Teachers College, Columbia University, New York City)</li>
<li>Problem-Solving in Mathematics by [[Kenneth Henderson|Kenneth B. Henderson]] (University of Illinois, Urbana, Illinois) and Robert E. Pingry (University of Illinois, Urbana, Illinois)</li>
<li>Provision for Individual Differences by [[Rolland Smith|Rolland R. Smith]] (Public Schools, Springfield, Massachusetts)</li>
<li>Planned Instruction by [[Irving Allen Dodes]] (Stuyvesant High School, New York City)</li>
<li>Learning Theory and the Improvement of Instruction—A Balanced Program by [[John Clark|John R. Clark]] (Teachers College, Columbia University, New York City) and [[Howard Fehr|Howard F. Fehr]] (Teachers College, Columbia University, New York City)</li>
</ol>

== Cite ==
=== APA 7 ===

[[Howard Fehr|Fehr, H. F.]] (Ed.). (1953). ''The learning of mathematics: Its theory and practice''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1953]]
{{DEFAULTSORT:Learning_of_Mathematics:_Its_Theory_and_Practice_(1953_NCTM_Yearbook)}}

New Directions for Elementary School Mathematics (1989 NCTM Yearbook)

2021-07-04T17:08:19Z

Raymond Johnson: Added cover image

[[File:1989 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1989 NCTM yearbook]]

== Contents ==
Preface

Part 1: Perspective on Change in Elementary School Mathematics

<ol start="1">
<li>It's Time to Change by [[Mary Lindquist|Mary Montgomery Lindquist]]</li>
<li>Communication and Reasoning: Critical Dimensions of Sense Making in Mathematics by [[Glenda Lappan]] and [[Pamela Schram|Pamela W. Schram]]</li>
<li>Developing Understanding in Mathematics via Problem Solving by Thomas L. Schroeder and [[Frank Lester|Frank K. Lester, Jr.]]</li>
<li>The Role of Computation in the Changing Mathematics Curriculum by Terrence G. Coburn</li>
</ol>

Part 2: Children's Reasoning and Strategies: Implications for Teaching

<ol start="5">
<li>Assessing and Building Thinking Strategies: Necessary Bases for Instruction by Harriett C. Bebout and [[Thomas Carpenter|Thomas P. Carpenter]]</li>
<li>Thinking Strategies: Teaching Arithmetic Through Problem Solving by [[Paul Cobb]] and Graceann Merkel</li>
</ol>

Part 3: New Directions in Teaching the Content of the Curriculum

<ol start="7">
<li>Language Experiences: A Base for Problem Solving by Rosemary Reuille Irons and Calvin J. Irons</li>
<li>Using "Part-Whole" Language to Help Children Represent and Solve Word Problems by [[Edward Rathmell|Edward C. Rathmell]] and [[DeAnn Huinker|DeAnn M. Huinker]]</li>
<li>Making Sense of Numbers by [[Larry Leutzinger|Larry P. Leutzinger]] and Myrna Bertheau</li>
<li>Teaching for Understanding: A Focus on Multiplication by Marilyn Burns</li>
<li>Collecting and Analyzing Real Data in the Elementary School Classroom by [[Susan Jo Russell]] and [[Susan Friel|Susan N. Friel]]</li>
<li>Developing Measurement Sense by Jean M. Shaw and Mary Jo Puckett Cliatt</li>
<li>Teaching about Fractions: What, When, and How? by [[Nadine Bezuk]] and Kathleen Cramer</li>
<li>The Calculator as a Tool for Instruction and Learning by [[Barbara Reys|Barbara J. Reys]]</li>
</ol>

Part 4: In the Classroom

<ol start="15">
<li>Making Mathematics Come Alive through a Statistics Project by Alison S. Claus</li>
<li>The Power of Mathematical Investigations by David J. Whitin</li>
<li>Hidden Mathematics Lessons by Anita S. VanBrackle</li>
</ol>

Part 5: Perspectives and New Directions in Teaching and Learning

<ol start="18">
<li>Connections Between Psychological Learning Theories and the Elementary Mathematics Curriculum by Diana Lambdin Kroll</li>
<li>Mathematics Teaching and Learning: Meeting the Needs of Special Learners by Barbara Wilmot and Carol A. Thornton</li>
<li>Staff Development: Directions and Realities by Arthur A. Hyde</li>
<li>Cooperative Learning in Mathematics Education by David W. Johnson and Roger T. Johnson</li>
</ol>

== Cite ==

=== APA 7 ===
Trafton, P. R. & Shulte, A. P. (Eds.). (1989). ''New directions for elementary school mathematics''. National Council of Teachers of Mathematics.
[[Category:Edited Books]]
[[Category:1989]]

File:1989 NCTM Yearbook.jpg

2021-07-04T17:07:34Z

Raymond Johnson: Front cover of the 1989 NCTM yearbook.

== Summary ==
Front cover of the 1989 NCTM yearbook.

File:1979 NCTM Yearbook.jpg

2021-07-04T16:02:48Z

Raymond Johnson: Raymond Johnson uploaded a new version of File:1979 NCTM Yearbook.jpg

== Summary ==
Cover of the 1979 NCTM yearbook.

Applications in School Mathematics (1979 NCTM Yearbook)

2021-07-04T15:36:07Z

Raymond Johnson: Add intro, link authors

[[File:1979 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1979 NCTM yearbook]]

''Applications in School Mathematics'' was published by the [[National Council of Teachers of Mathematics]] in 1979 as their [[NCTM Yearbooks|41st Yearbook]]. In the preface, yearbook editor [[Sidney Sharron]] described the challenge of the "almost boundlessness" of the topic, and the uneasiness this might present for mathematics teachers, who have likely trained to teach in the abstract but may not feel comfortable teaching applications of mathematics in areas outside their own experience. The editors collected 57 drafts, each of which was reviewed five times, and some manuscripts had to be excluded due to space constraints. Sharron was assisted by an advisory committee of [[Jim Hardesty]], [[Gwen Maxie]], [[Robert Hamada]], and [[Donald Kerr|Donald ("Sandy") Kerr]]. The general yearbook editor in 1979 was [[Robert Reys]].

== Contents ==

Preface

<ol start="1">
<li>Mathematical Models to Provide Applications in the Classroom by [[Donald Kerr, Jr.|Donald R. Kerr, Jr.]] (Indiana University, Bloomington, Indiana) and [[Daniel Maki]] (Indiana University, Bloomington, Indiana)</li>
<li>Applications: Why, Which, and How by [[Richard Lesh]] (Northwestern University, Evanston, Illinois)</li>
<li>Applications in Elementary Algebra and Geometry by [[Zalman Usiskin]] (The University of Chicago, Chicago, Illinois)</li>
<li>Applications Through Direct Quote Word Problems by [[Aron Pinker]] (Frostburg State College, Frostburg, Maryland)</li>
<li>Applications in School Mathematics: Human Variability by [[David L. Pagni]] (California State University, Fullerton, Fullerton, California)</li>
<li>Mauka-Makai and Other Directions by [[Nancy Whitman|Nancy C. Whitman]] (University Laboratory School, University of Hawaii at Manoa, Honolulu, Hawaii)</li>
<li>This Is Your Life: An Applied Mathematics Curriculum for Young Adults by [[Elaine Lindsay|Elaine R. Lindsay]] (Pacoima Junior High School, Pacoima, California)</li>
<li>Symmetry Along With Other Mathematical Concepts and Applications in African Life by [[Claudia Zaslavsky]] (New York, New York)</li>
<li>Some Everyday Applications of the Theory of Interest by [[Lester Lange|Lester H. Lange]] (San José State University, San Jose, California)</li>
<li>The Mathematics of Finance Revisited Through the Hand Calculator by [[Bert Waits|Bert K. Waits]] (The Ohio State University, Columbus, Ohio)</li>
<li>Vibes—the Long and the Short of It by [[Sandra Skeen Savage]] (Orange Coast College, Costa Mesa, California)</li>
<li>Wildlife, Unemployment, and Insects: Mathematical Modeling in Elementary Algebra by [[David Johnson|David C. Johnson]] (Chelsea College, University of London, London, England)</li>
<li>Applying Mathematics to Environmental Problems by [[Diane Thiessen]] (University of Northern Iowa, Cedar Falls, Iowa) and [[Margaret Wild]] (Southern Illinois University, Carbondale, Illinois)</li>
<li>Making Time for the Basics: Some Thoughts on Viable Alternatives Within a Balanced Mathematics Program by [[Thomas Post|Thomas R. Post]] (University of Minnesota, Minneapolis, Minnesota)</li>
<li>Developing Classroom Applications Based on Socioeconomic Problems by [[Joseph Fishman]] (The College of Staten Island, The City University of New York, Staten Island, New York)</li>
<li>Capture-Recapture Techniques as an Introduction to Statistical Inference by [[James Swift|James H. Swift]] (Nanaimo District Senior Secondary School, Nanaimo, British Columbia)</li>
<li>Applications for the Classroom—Any Grade by [[Peter Weygang]] (Thomas Aquinas Junior High School, Kenora, Ontario)</li>
<li>Applications of Curves of Constant Width by [[Douglas Grouws|Douglas A. Grouws]] (University of Missouri, Columbia, Missouri)</li>
<li>Mathematical Modeling and Cool Buttermilk in the Summer by [[Mary Kay Corbitt]] (The University of Georgia, Athens, Georgia) and [[C. H. Edwards, Jr.]] (The University of Georgia, Athens, Georgia)</li>
<li>Applications in Mathematics: An Annotated Bibliography by [[Bernice Kastner]] (Montgomery College, Rockville, Maryland), [[Louise Grinstein|Louise S. Grinstein]] (Kingborough Community College of the City University of New York, Brooklyn, New York) and [[Sidney Rachlin|Sidney L. Rachlin]] (The University of Calgary, Calgary, Alberta)</li>
</ol>

== External Links ==

* ''Applications in School Mathematics'', available for borrowing from the [https://archive.org/details/applicationsinsc00shar Internet Archive]

== Cite ==
=== APA 7 ===

[[Sidney Sharron|Sharron, S.]], & [[Robert Reys|Reys, R. E.]] (Eds.). (1979). ''Applications in school mathematics''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1979]]
__NOTOC__

Applications in School Mathematics (1979 NCTM Yearbook)

2021-07-04T15:19:50Z

Raymond Johnson: Added cover image

[[File:1979 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1979 NCTM yearbook]]

''Applications in School Mathematics'' was published by the [[National Council of Teachers of Mathematics]] in 1979 as their [[NCTM Yearbooks|41st Yearbook]].

== Contents ==

Preface

<ol start="1">
<li>Mathematical Models to Provide Applications in the Classroom by Donald R. Kerr, Jr. (Indiana University, Bloomington, Indiana) and Daniel Maki (Indiana University, Bloomington, Indiana)</li>
<li>Applications: Why, Which, and How by Richard Lesh (Northwestern University, Evanston, Illinois)</li>
<li>Applications in Elementary Algebra and Geometry by Zalman Usiskin (The University of Chicago, Chicago, Illinois)</li>
<li>Applications Through Direct Quote Word Problems by Aron Pinker (Frostburg State College, Frostburg, Maryland)</li>
<li>Applications in School Mathematics: Human Variability by David L. Pagni (California State University, Fullerton, Fullerton, California)</li>
<li>Mauka-Makai and Other Directions by Nancy C. Whitman (University Laboratory School, University of Hawaii at Manoa, Honolulu, Hawaii)</li>
<li>This Is Your Life: An Applied Mathematics Curriculum for Young Adults by Elaine R. Lindsay (Pacoima Junior High School, Pacoima, California)</li>
<li>Symmetry Along With Other Mathematical Concepts and Applications in African Life by Claudia Zaslavsky (New York, New York)</li>
<li>Some Everyday Applications of the Theory of Interest by Lester H. Lange (San José State University, San Jose, California)</li>
<li>The Mathematics of Finance Revisited Through the Hand Calculator by Bert K. Waits (The Ohio State University, Columbus, Ohio)</li>
<li>Vibes—the Long and the Short of It by Sandra Skeen Savage (Orange Coast College, Costa Mesa, California)</li>
<li>Wildlife, Unemployment, and Insects: Mathematical Modeling in Elementary Algebra by David C. Johnson (Chelsea College, University of London, London, England)</li>
<li>Applying Mathematics to Environmental Problems by Diane Thiessen (University of Northern Iowa, Cedar Falls, Iowa) and Margaret Wild (Southern Illinois University, Carbondale, Illinois)</li>
<li>Making Time for the Basics: Some Thoughts on Viable Alternatives Within a Balanced Mathematics Program by Thomas R. Post (University of Minnesota, Minneapolis, Minnesota)</li>
<li>Developing Classroom Applications Based on Socioeconomic Problems by Joseph Fishman (The College of Staten Island, The City University of New York, Staten Island, New York)</li>
<li>Capture-Recapture Techniques as an Introduction to Statistical Inference by James H. Swift (Nanaimo District Senior Secondary School, Nanaimo, British Columbia)</li>
<li>Applications for the Classroom—Any Grade by Peter Weygang (Thomas Aquinas Junior High School, Kenora, Ontario)</li>
<li>Applications of Curves of Constant Width by Douglas A. Grouws (University of Missouri, Columbia, Missouri)</li>
<li>Mathematical Modeling and Cool Buttermilk in the Summer by Mary Kay Corbitt (The University of Georgia, Athens, Georgia) and C. H. Edwards, Jr. (The University of Georgia, Athens, Georgia)</li>
<li>Applications in Mathematics: An Annotated Bibliography by Bernice Kastner (Montgomery College, Rockville, Maryland), Louise S. Grinstein (Kingborough Community College of the City University of New York, Brooklyn, New York) and Sidney L. Rachlin (The University of Calgary, Calgary, Alberta)</li>
</ol>

== External Links ==

== Cite ==
=== APA 7 ===

Sharron, S., & Reys, R. E. (Eds.). (1979). ''Applications in school mathematics''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1979]]

File:1979 NCTM Yearbook.jpg

2021-07-04T15:19:05Z

Raymond Johnson: Cover of the 1979 NCTM yearbook.

== Summary ==
Cover of the 1979 NCTM yearbook.

Applications in School Mathematics (1979 NCTM Yearbook)

2021-07-04T15:00:34Z

Raymond Johnson: Create page with contents and cite

''Applications in School Mathematics'' was published by the [[National Council of Teachers of Mathematics]] in 1979 as their [[NCTM Yearbooks|41st Yearbook]].

== Contents ==

Preface

<ol start="1">
<li>Mathematical Models to Provide Applications in the Classroom by Donald R. Kerr, Jr. (Indiana University, Bloomington, Indiana) and Daniel Maki (Indiana University, Bloomington, Indiana)</li>
<li>Applications: Why, Which, and How by Richard Lesh (Northwestern University, Evanston, Illinois)</li>
<li>Applications in Elementary Algebra and Geometry by Zalman Usiskin (The University of Chicago, Chicago, Illinois)</li>
<li>Applications Through Direct Quote Word Problems by Aron Pinker (Frostburg State College, Frostburg, Maryland)</li>
<li>Applications in School Mathematics: Human Variability by David L. Pagni (California State University, Fullerton, Fullerton, California)</li>
<li>Mauka-Makai and Other Directions by Nancy C. Whitman (University Laboratory School, University of Hawaii at Manoa, Honolulu, Hawaii)</li>
<li>This Is Your Life: An Applied Mathematics Curriculum for Young Adults by Elaine R. Lindsay (Pacoima Junior High School, Pacoima, California)</li>
<li>Symmetry Along With Other Mathematical Concepts and Applications in African Life by Claudia Zaslavsky (New York, New York)</li>
<li>Some Everyday Applications of the Theory of Interest by Lester H. Lange (San José State University, San Jose, California)</li>
<li>The Mathematics of Finance Revisited Through the Hand Calculator by Bert K. Waits (The Ohio State University, Columbus, Ohio)</li>
<li>Vibes—the Long and the Short of It by Sandra Skeen Savage (Orange Coast College, Costa Mesa, California)</li>
<li>Wildlife, Unemployment, and Insects: Mathematical Modeling in Elementary Algebra by David C. Johnson (Chelsea College, University of London, London, England)</li>
<li>Applying Mathematics to Environmental Problems by Diane Thiessen (University of Northern Iowa, Cedar Falls, Iowa) and Margaret Wild (Southern Illinois University, Carbondale, Illinois)</li>
<li>Making Time for the Basics: Some Thoughts on Viable Alternatives Within a Balanced Mathematics Program by Thomas R. Post (University of Minnesota, Minneapolis, Minnesota)</li>
<li>Developing Classroom Applications Based on Socioeconomic Problems by Joseph Fishman (The College of Staten Island, The City University of New York, Staten Island, New York)</li>
<li>Capture-Recapture Techniques as an Introduction to Statistical Inference by James H. Swift (Nanaimo District Senior Secondary School, Nanaimo, British Columbia)</li>
<li>Applications for the Classroom—Any Grade by Peter Weygang (Thomas Aquinas Junior High School, Kenora, Ontario)</li>
<li>Applications of Curves of Constant Width by Douglas A. Grouws (University of Missouri, Columbia, Missouri)</li>
<li>Mathematical Modeling and Cool Buttermilk in the Summer by Mary Kay Corbitt (The University of Georgia, Athens, Georgia) and C. H. Edwards, Jr. (The University of Georgia, Athens, Georgia)</li>
<li>Applications in Mathematics: An Annotated Bibliography by Bernice Kastner (Montgomery College, Rockville, Maryland), Louise S. Grinstein (Kingborough Community College of the City University of New York, Brooklyn, New York) and Sidney L. Rachlin (The University of Calgary, Calgary, Alberta)</li>
</ol>

== External Links ==

== Cite ==
=== APA 7 ===

Sharron, S., & Reys, R. E. (Eds.). (1979). ''Applications in school mathematics''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1979]]

Teaching and Learning Mathematics in the 1990s (1990 NCTM Yearbook)

2021-07-04T04:47:56Z

Raymond Johnson: Hide TOC

[[File:1990 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1990 NCTM yearbook]]

''Teaching and Learning Mathematics in the 1990s'' was published in 1990 by the [[National Council of Teachers of Mathematics]] as their [[NCTM Yearbooks|51st yearbook]]. [[Thomas Cooney]], yearbook editor, describes in the preface that NCTM's Educational Materials Committee had "wisely chosen to devote the 1990 Yearbook to the people of mathematics education—teachers and students—and their changing roles in the face of the calls for reform in the 1990s." The first five chapters of the yearbook describe constructivist perspectives on learning, which at the time was a relatively new idea and a sharp contrast to perspectives that held that learning was a matter of transmitting knowledge from teacher to student. Also notable in this yearbook is the fourth section, "Cultural Factors in Teaching and Learning." These chapters, focused on issues such as feminist perspectives, African-American students, and language minority students aligned well with the "mathematics for all" messaging that NCTM communicated with the ''[[Curriculum and Evaluation Standards for School Mathematics|1989 Standards]]''. Cooney (University of Georgia) was assisted in the editing of the yearbook by an editorial panel consisting of [[Edward Davis|Edward J. Davis]] (University of Georgia), [[Donald Dessart|Donald J. Dessart]] (University of Tennessee), [[Christian Hirsch|Christian R. Hirsch]] (Western Michigan University), [[David Johnson|David R. Johnson]] (Nicolet High School, Milwaukee (Glendale)), and [[Miriam Leiva|Miriam A. Leiva]] (University of North Carolina at Charlotte). Hirsch also served as the general yearbook editor.

== Contents ==

Preface

Part 1: New Perspectives on Teaching and Learning

<ol start="1">
<li>Contributions of Research to Practice: Applying Findings, Methods, and Perspectives by [[Edward Silver|Edward A. Silver]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
<li>The Importance of Social Interaction in Children's Construction of Mathematical Knowledge by [[Erna Yackel]] (Purdue University, Calumet, Indiana), [[Paul Cobb]] (Purdue University, West Lafayette, Indiana), [[Terry Wood]] (Purdue University, West Lafayette, Indiana), [[Grayson Wheatley]] (Florida State University, Tallahassee, Florida), and [[Graceann Merkel]] (Klondike Elementary School, West Lafayette, Indiana)</li>
<li>Constructivism and Beginning Arithmetic (K-2) by [[Constance Kamii]] (University of Alabama, Birmingham, Alabama)</li>
<li>The Role of Routine Procedures in the Development of Mathematical Competence by [[James Hiebert]] (University of Delaware, Newark, Delaware)</li>
<li>Adaptive Mathematics Teaching by [[Leslie Steffe|Leslie P. Steffe]] (University of Georgia, Athens, Georgia)</li>
</ol>

Part 2: Effective Models and Methods for Teaching and Learning

<ol start="6">
<li>Small-Group Cooperative Learning in Mathematics by [[Neil Davidson]] (University of Maryland, College Park, Maryland)</li>
<li>An Eclectic Model for Teaching Elementary School Mathematics by [[Thomas Rowan|Thomas E. Rowan]] (Montgomery County Public Schools, Rockville, Maryland) and [[Nancy Cetorelli|Nancy D. Cetorelli]] (Stratford Public Schools, Stratford, Connecticut)</li>
<li>Mathematics as Communication: Using a Language-Experience Approach in the Elementary Grades by [[Frances Curcio|Frances R. Curcio]] (Queens College-CUNY, Flushing, New York)</li>
<li>Effective Mathematics Teaching: One Perspective by [[Timothy Kanold|Timothy D. Kanold]] (Adlai E. Stevenson High School, Prairie View, Illinois)</li>
<li>Beyond Problem Solving: Problem Posing by [[Barbara Moses]] (Education Development Center, Inc., Newton, Massachusetts), [[Elizabeth Bjork]] (Education Development Center, Inc., Newton, Massachusetts), and [[E. Paul Goldenberg]] (Education Development Center, Inc., Newton, Massachusetts)</li>
<li>Writing as a Tool for Teaching Mathematics: The Silent Revolution by [[Aggie Azzolino]] (Middlesex County College, Edison, New Jersey)</li>
<li>Motivation: An Essential Component of Mathematics Instruction by [[Emma Holmes|Emma E. Holmes]] (California State University, Fullerton, California)</li>
</ol>

Part 3: The Role of Assessment in Teaching and Learning

<ol start="13">
<li>Assessment in Mathematics Classrooms, K-8 by [[Norman Webb]] (University of Wisconsin, Madison, Wisconsin) and [[Diane Briars]] (Pittsburgh Public Schools, Pittsburgh, Pennsylvania)</li>
<li>Changes in Mathematics Teaching Call for Assessment Alternatives by [[David Clarke|David J. Clarke]] (Institute of Catholic Education, Oakleigh, Victoria, Australia), [[Doug Clarke|Doug M. Clarke]] (Institute of Catholic Education, Oakleigh, Victoria, Australia), and [[Charles Lovitt|Charles J. Lovitt]] (Ministry of Education, Victoria, Australia)</li>
</ol>

Part 4: Cultural Factors in Teaching and Learning

<ol start="15">
<li>Mathematics for All Americans by [[Lynn Arthur Steen]] (Saint Olaf College, Northfield, Minnesota)</li>
<li>The Challenges of a Changing World for Mathematics Education by [[Walter Secada|Walter G. Secada]] (University of Wisconsin, Madison, Wisconsin)</li>
<li>Teaching Mathematics: A Feminist Perspective by [[Suzanne Damarin|Suzanne K. Damarin]] (Ohio State University, Columbus, Ohio)</li>
<li>African-American Students and the Promise of the ''Curriculum and Evaluation Standards'' by [[Lee Stiff|Lee V. Stiff]] (North Carolina State University, Raleigh, North Carolina)</li>
<li>Increasing the Achievement and Participation of Language Minority Students in Mathematics Education by [[Gilbert Cuevas]] (University of Miami, Miami, Florida)</li>
<li>Cultural Power and the Defining of School Mathematics: A Case Study by [[Brian Donovan|Brian F. Donovan]] (Phillip Institute of Technology, Victoria, Australia)</li>
</ol>

Part 5: Contextual Factors in Teaching and Learning

<ol start="21">
<li>The Invisible Hand Operating in Mathematics Instruction: Students' Conceptions and Expectations by [[Raffaella Borasi]] (University of Rochester, Rochester, New York)</li>
<li>Contextualization and Mathematics for All by [[Claude Janvier]] (University of Quebec, Montreal, Canada)</li>
</ol>

Part 6: Implications of Technology for Teaching and Learning

<ol start="23">
<li>Computer-Enhanced Algebra: New Roles and Challenges for Teachers and Students by [[Kathleen Heid|M. Kathleen Heid]] (Pennsylvania State University, University Park, Pennsylvania), [[Charlene Sheets]] (University of Maryland, College Park, Maryland), and [[Mary Ann Matras]] (East Stroudsburg University, East Stroudsburg, Pennsylvania)</li>
<li>The Impact of Graphing Calculators on the Teaching and Learning of Mathematics by [[Gloria Barrett]] (North Carolina School of Science and Mathematics, Durham, North Carolina) and [[John Goebel]] (North Carolina School of Science and Mathematics, Durham, North Carolina)</li>
<li>Enhancing Mathematics Teaching and Learning Through Technology by [[Franklin Demana]] (Ohio State University, Columbus, Ohio) and [[Bert Waits|Bert K. Waits]] (Ohio State University, Columbus, Ohio)</li>
<li>Teaching Mathematics With a Vision: Integrating Computers Into Instruction by [[Marc Swadener]] (University of Colorado, Boulder, Colorado) and [[William Blubaugh]] (University of Northern Colorado, Greeley, Colorado)</li>
</ol>

Part 7: Professionalism and Its Implications for Teaching and Learning

<ol start="27">
<li>Mathematics Teachers Reconceptualizing Their Roles by [[Charles Lovitt]] (Ministry of Education, Victoria, Australia), [[Max Stephens]] (Ministry of Education, Victoria, Australia), [[Doug Clarke]] (Institute of Catholic Education, Oakleigh, Victoria, Australia), and [[Thomas Romberg|Thomas A. Romberg]] (University of Wisconsin, Madison, Wisconsin)</li>
<li>Professionals in a Changing Profession by [[Mark Driscoll]] (Education Development Center, Newton, Massachusetts) and [[Brian Lord]] (Education Development Center, Newton, Massachusetts)</li>
</ol>

Index

== External Links ==

* ''Teaching and Learning Mathematics in the 1990s,'' available for borrowing from the [https://archive.org/details/teachinglearning00coon/mode/2up Internet Archive]

== Cite ==
=== APA 7 ===

[[Thomas Cooney|Cooney, T. J.]], & [[Christian Hirsch|Hirsch, C. R.]] (Eds.). (1990). ''Teaching and learning mathematics in the 1990s''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1990]]
__NOTOC__

Teaching and Learning Mathematics in the 1990s (1990 NCTM Yearbook)

2021-07-04T04:45:12Z

Raymond Johnson: Added intro

Teaching and Learning Mathematics in the 1990s (1990 NCTM Yearbook)

2021-07-04T04:22:34Z

Raymond Johnson: Added link to the Internet Archive

[[File:1990 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1990 NCTM yearbook]]

''Teaching and Learning Mathematics in the 1990s'' was published in 1990 by the [[National Council of Teachers of Mathematics]] as their [[NCTM Yearbooks|51st yearbook]].

== Contents ==

Preface

Part 1: New Perspectives on Teaching and Learning

<ol start="1">
<li>Contributions of Research to Practice: Applying Findings, Methods, and Perspectives by [[Edward Silver|Edward A. Silver]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
<li>The Importance of Social Interaction in Children's Construction of Mathematical Knowledge by [[Erna Yackel]] (Purdue University, Calumet, Indiana), [[Paul Cobb]] (Purdue University, West Lafayette, Indiana), [[Terry Wood]] (Purdue University, West Lafayette, Indiana), [[Grayson Wheatley]] (Florida State University, Tallahassee, Florida), and [[Graceann Merkel]] (Klondike Elementary School, West Lafayette, Indiana)</li>
<li>Constructivism and Beginning Arithmetic (K-2) by [[Constance Kamii]] (University of Alabama, Birmingham, Alabama)</li>
<li>The Role of Routine Procedures in the Development of Mathematical Competence by [[James Hiebert]] (University of Delaware, Newark, Delaware)</li>
<li>Adaptive Mathematics Teaching by [[Leslie Steffe|Leslie P. Steffe]] (University of Georgia, Athens, Georgia)</li>
</ol>

Part 2: Effective Models and Methods for Teaching and Learning

<ol start="6">
<li>Small-Group Cooperative Learning in Mathematics by [[Neil Davidson]] (University of Maryland, College Park, Maryland)</li>
<li>An Eclectic Model for Teaching Elementary School Mathematics by [[Thomas Rowan|Thomas E. Rowan]] (Montgomery County Public Schools, Rockville, Maryland) and [[Nancy Cetorelli|Nancy D. Cetorelli]] (Stratford Public Schools, Stratford, Connecticut)</li>
<li>Mathematics as Communication: Using a Language-Experience Approach in the Elementary Grades by [[Frances Curcio|Frances R. Curcio]] (Queens College-CUNY, Flushing, New York)</li>
<li>Effective Mathematics Teaching: One Perspective by [[Timothy Kanold|Timothy D. Kanold]] (Adlai E. Stevenson High School, Prairie View, Illinois)</li>
<li>Beyond Problem Solving: Problem Posing by [[Barbara Moses]] (Education Development Center, Inc., Newton, Massachusetts), [[Elizabeth Bjork]] (Education Development Center, Inc., Newton, Massachusetts), and [[E. Paul Goldenberg]] (Education Development Center, Inc., Newton, Massachusetts)</li>
<li>Writing as a Tool for Teaching Mathematics: The Silent Revolution by [[Aggie Azzolino]] (Middlesex County College, Edison, New Jersey)</li>
<li>Motivation: An Essential Component of Mathematics Instruction by [[Emma Holmes|Emma E. Holmes]] (California State University, Fullerton, California)</li>
</ol>

Part 3: The Role of Assessment in Teaching and Learning

<ol start="13">
<li>Assessment in Mathematics Classrooms, K-8 by [[Norman Webb]] (University of Wisconsin, Madison, Wisconsin) and [[Diane Briars]] (Pittsburgh Public Schools, Pittsburgh, Pennsylvania)</li>
<li>Changes in Mathematics Teaching Call for Assessment Alternatives by [[David Clarke|David J. Clarke]] (Institute of Catholic Education, Oakleigh, Victoria, Australia), [[Doug Clarke|Doug M. Clarke]] (Institute of Catholic Education, Oakleigh, Victoria, Australia), and [[Charles Lovitt|Charles J. Lovitt]] (Ministry of Education, Victoria, Australia)</li>
</ol>

Part 4: Cultural Factors in Teaching and Learning

<ol start="15">
<li>Mathematics for All Americans by [[Lynn Arthur Steen]] (Saint Olaf College, Northfield, Minnesota)</li>
<li>The Challenges of a Changing World for Mathematics Education by [[Walter Secada|Walter G. Secada]] (University of Wisconsin, Madison, Wisconsin)</li>
<li>Teaching Mathematics: A Feminist Perspective by [[Suzanne Damarin|Suzanne K. Damarin]] (Ohio State University, Columbus, Ohio)</li>
<li>African-American Students and the Promise of the ''Curriculum and Evaluation Standards'' by [[Lee Stiff|Lee V. Stiff]] (North Carolina State University, Raleigh, North Carolina)</li>
<li>Increasing the Achievement and Participation of Language Minority Students in Mathematics Education by [[Gilbert Cuevas]] (University of Miami, Miami, Florida)</li>
<li>Cultural Power and the Defining of School Mathematics: A Case Study by [[Brian Donovan|Brian F. Donovan]] (Phillip Institute of Technology, Victoria, Australia)</li>
</ol>

Part 5: Contextual Factors in Teaching and Learning

<ol start="21">
<li>The Invisible Hand Operating in Mathematics Instruction: Students' Conceptions and Expectations by [[Raffaella Borasi]] (University of Rochester, Rochester, New York)</li>
<li>Contextualization and Mathematics for All by [[Claude Janvier]] (University of Quebec, Montreal, Canada)</li>
</ol>

Part 6: Implications of Technology for Teaching and Learning

<ol start="23">
<li>Computer-Enhanced Algebra: New Roles and Challenges for Teachers and Students by [[Kathleen Heid|M. Kathleen Heid]] (Pennsylvania State University, University Park, Pennsylvania), [[Charlene Sheets]] (University of Maryland, College Park, Maryland), and [[Mary Ann Matras]] (East Stroudsburg University, East Stroudsburg, Pennsylvania)</li>
<li>The Impact of Graphing Calculators on the Teaching and Learning of Mathematics by [[Gloria Barrett]] (North Carolina School of Science and Mathematics, Durham, North Carolina) and [[John Goebel]] (North Carolina School of Science and Mathematics, Durham, North Carolina)</li>
<li>Enhancing Mathematics Teaching and Learning Through Technology by [[Franklin Demana]] (Ohio State University, Columbus, Ohio) and [[Bert Waits|Bert K. Waits]] (Ohio State University, Columbus, Ohio)</li>
<li>Teaching Mathematics With a Vision: Integrating Computers Into Instruction by [[Marc Swadener]] (University of Colorado, Boulder, Colorado) and [[William Blubaugh]] (University of Northern Colorado, Greeley, Colorado)</li>
</ol>

Part 7: Professionalism and Its Implications for Teaching and Learning

<ol start="27">
<li>Mathematics Teachers Reconceptualizing Their Roles by [[Charles Lovitt]] (Ministry of Education, Victoria, Australia), [[Max Stephens]] (Ministry of Education, Victoria, Australia), [[Doug Clarke]] (Institute of Catholic Education, Oakleigh, Victoria, Australia), and [[Thomas Romberg|Thomas A. Romberg]] (University of Wisconsin, Madison, Wisconsin)</li>
<li>Professionals in a Changing Profession by [[Mark Driscoll]] (Education Development Center, Newton, Massachusetts) and [[Brian Lord]] (Education Development Center, Newton, Massachusetts)</li>
</ol>

Index

== External Links ==

* ''Teaching and Learning Mathematics in the 1990s,'' available for borrowing from the [https://archive.org/details/teachinglearning00coon/mode/2up Internet Archive]

== Cite ==
=== APA 7 ===

[[Thomas Cooney|Cooney, T. J.]], & [[Christian Hirsch|Hirsch, C. R.]] (Eds.). (1990). ''Teaching and learning mathematics in the 1990s''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1990]]

The Ideas of Algebra, K-12 (1988 NCTM Yearbook)

2021-07-04T04:18:16Z

Raymond Johnson: lowercase yearbook caption

[[File:1988 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1988 NCTM yearbook]]

''The Ideas of Algebra, K-12'' was published in 1988 by the [[National Council of Teachers of Mathematics]] as their [[NCTM Yearbooks|50th yearbook]]. In the book's preface, yearbook editor [[Arthur Coxford]] noted that the 1985 NCTM Yearbook, ''[[The Secondary School Mathematics Curriculum (1985 NCTM Yearbook)|The Secondary School Mathematics Curriculum]]'', had served as an opportunity to refocus on the subject matter of mathematics after an extended period during which the Council attended to issues like problem solving, estimation, and the use of calculators and computers. The NCTM Educational Materials Committee expanded the scope of the book to include algebra across the whole range of kindergarten through high school, and a call for papers resulted in 85 submissions. Reviewing and selecting manuscripts was handled by Coxford and an editorial panel comprised of [[Martin Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania), [[Patricia Fraze]] (Huron High School, Ann Arbor, Michigan), [[Peggy House]] (University of Minnesota, Minneapolis, Minnesota), [[Edward Rathmell]] (University of Northern Iowa, Cedar Falls, Iowa), and [[Al Shulte]] (Oakland Schools, Pontiac, Michigan). Shulte also served as the general editor of the NCTM yearbooks during this period.
== Contents ==

Preface

Part 1: Algebra: Ideas and Issues

<ol start="1">
<li>Reshaping School Algebra: Why and How? by [[Peggy House|Peggy A. House]] (University of Minnesota, Minneapolis, Minnesota)</li>
<li>Conceptions of School Algebra and Uses of Variables by [[Zalman Usiskin]] (University of Chicago, Chicago, Illinois)</li>
<li>Children's Difficulties in Beginning Algebra by [[Lesley Booth|Lesley R. Booth]] (James Cook University of North Queensland, Townsville, Queensland, Australia)</li>
<li>Teaching Algebraic Expressions in a Meaningful Way by [[Louise Chalouh]] (Protestant School Board of Greater Montreal, Montreal, Quebec, Canada) and [[Nicolas Herscovics]] (Concordia University, Montreal, Quebec, Canada)</li>
<li>Difficulties Students Have With the Function Concept by [[Zvia Markovits]] (Weizmann Institute of Science, Rehovot, Israel), [[Bat Sheva Eylon]] (Weizmann Institute of Science, Rehovot, Israel), and [[Maxim Bruckheimer]] (Weizmann Institute of Science, Rehovot, Israel)</li>
</ol>

Part 2: Readiness for Algebraic Concepts

<ol start="6">
<li>Establishing Fundamental Concepts Through Numerical Problem Solving by [[Franklin Demana]] (Ohio State University, Columbus, Ohio) and [[Joan Leitzel]] (Ohio State University, Columbus, Ohio)</li>
<li>Algebraic Instruction for the Younger Child by [[Frances Thompson|Frances M. Thompson]] (Texas Woman's University, Denton, Texas)</li>
<li>Proportionality and the Development of Prealgebra Understandings by [[Thomas Post|Thomas R. Post]] (University of Minnesota, Minneapolis, Minnesota), [[Merlyn Behr|Merlyn J. Behr]] (Northern Illinois University, DeKalb, Illinois), and [[Richard Lesh]] (WICAT Systems and Northwestern University, Evanston, Illinois)</li>
</ol>

Part 3: Equations and Expressions in Algebra

<ol start="9">
<li>Two Different Approaches Among Algebra Learners by [[Carolyn Kieran]] (Université du Québec a Montréal, Montreal, Quebec, Canada)</li>
<li>An Integration of Equation-Solving Methods Into a Developmental Learning Sequence by [[John Bernard|John E. Bernard]] (West Georgia College, Carrollton, Georgia) and [[Martin Cohen|Martin P. Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
<li>Polynomials in the School Curriculum by [[Theodore Eisenberg]] (Ben-Gurion University, Beer Sheva, Israel) and [[Tommy Dreyfus]] (Center for Technological Education, Holon, Israel)</li>
</ol>

Part 4: Problem Solving in Algebra

<ol start="12">
<li>Teaching Elementary Algebra With a Word Problem by [[Harold Schoen|Harold L. Schoen]] (University of Iowa, Iowa City, Iowa)</li>
<li>From Words to Algebra: Mending Misconceptions by [[Jack Lochhead]] (University of Massachusetts, Amherst, Massachusetts) and [[José Mestre|José P. Mestre]] (University of Massachusetts, Amherst, Massachusetts)</li>
<li>Developing Algebraic Representation Using Diagrams by [[Martin Simon|Martin A. Simon]] (Mount Holyoke College, South Hadley, Massachusetts) and [[Virginia Stimpson|Virginia C. Stimpson]] (Mercer Island High School, Mercer Island, Washington)</li>
</ol>

Part 5: Using Computers and Calculators to Learn Algebra

<ol start="15">
<li>Technology and Algebra by [[John McConnell|John W. McConnell]] (Glenview South High School, Glenview, Illinois)</li>
<li>Computer Software for Algebra: What Should It Be? by [[Harley Flanders]] (University of Michigan, Ann Arbor, Michigan)</li>
<li>Programming Finite Group Structures to Learn Algebraic Concepts by [[Richard Shumway|Richard J. Shumway]] (Ohio State University, Columbus, Ohio)</li>
<li>Relating Functions to Their Graphs by [[James Saunders]] (Upper St. Clair High School, Upper St. Clair, Pennsylvania) and [[John DeBlassio]] (Upper St. Clair High School, Upper St. Clair, Pennsylvania)</li>
<li>Computer Lessons in Algebra by [[Patricia Fraze]] (Huron High School, Ann Arbor Michigan)</li>
<li>Computer-Calculated Roots of Polynomials by [[Alfinio Flores]] (Centro de Investigación en Matemátcas, Guanajusto, Mexico)</li>
<li>Computer-Generated Tables: Tools for Concept Development in Elementary School by [[Kathleen Heid|M. Kathleen Heid]] (Pennsylvania State University, University Park, Pennsylvania) and [[Dan Kunkle]] (Mercersburg Academy, Mercersburg, Pennsylvania)</li>
<li>Using Spreadsheets in Algebra Instruction by [[Bruce Maxim|Bruce R. Maxim]] (University of Michigan—Dearborn, Dearborn, Michigan) and [[Roger Verhey|Roger F. Verhey]] (University of Michigan—Dearborn, Dearborn, Michigan)</li>
<li>Using Computer Graphing Software Packages in Algebra Instruction by [[Joyce Friske|Joyce S. Friske]] (Oklahoma State University, Stillwater, Oklahoma)</li>
<li>Logarithms, Calculators, and Teaching Intermediate Algebra by [[Betty Krist|Betty J. Krist]] (University College, Buffalo, New York)</li>
</ol>

Part 6: Algebra Teaching Ideas

<ol start="25">
<li>Factoring Twins as a Teaching Tool by [[Lee Minor|Lee H. Minor]] (Western Carolina University, Cullowhee, North Carolina)</li>
<li>An Algebra Class Unveils Models of Linear Equations in Three Variables by [[Deborah Davies]] (University School of Nashville, Nashville, Tennessee)</li>
<li>Common Mistakes in Algebra by [[June Marquis]] (Fairfax County Public Schools, Alexandria, Virginia)</li>
<li>Using Polynomials to Amaze by [[Catherine Herr Mulligan]] (Bishop Fenwick High School, Middletown, Ohio)</li>
<li>Teaching Absolute Value Spirally by [[Alex Friedlander]] (Weizmann Institute of Science, Rehovot, Isreal)</li>
<li>Which One ''Doesn't'' Belong? by [[David Glatzer|David J. Glatzer]] (West Orange Public Schools, West Orange, New Jersey)</li>
<li>Integrating Statistical Applications in the Learning of Algebra Through Problem Solving by [[Carolyn Maher|Carolyn A. Maher]] (Rutgers University, New Brunswick, New Jersey), [[John Pace|John P. Pace]] (Essex County College, Newark, New Jersey), and [[John Pancari]] (St. Joseph High School, Hammonton, New Jersey)</li>
<li>Input-Output Modifications to Basic Graphs: A Method of Graphing Functions by [[John St. Thaeler]] (Weber State College)</li>
<li>Making Algebra Homework More Effective by [[Gregory Holdan]] (Mount Lebanon School District, Pittsburgh, Pennsylvania)</li>
<li>Algebra Problems for Classroom Use by [[Terry Goodman]] (Central Missouri State University, Warrensburg, Missouri) and [[Martin Cohen|Martin P. Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
</ol>

== External Links ==

* ''The Ideas of Algebra, K-12'', available for borrowing from [https://archive.org/details/ideasofalgebrak10000unse/mode/2up The Internet Archive]

== Cite ==
=== APA 7 ===

[[Arthur Coxford|Coxford, A. F.]], & [[Albert Shulte|Shulte, A. P.]] (Eds.). (1988). ''The ideas of algebra k-12''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1988]]
__NOTOC__

Teaching and Learning Mathematics in the 1990s (1990 NCTM Yearbook)

2021-07-04T04:17:21Z

Raymond Johnson: Added cover image

[[File:1990 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1990 NCTM yearbook]]

''Teaching and Learning Mathematics in the 1990s'' was published in 1990 by the [[National Council of Teachers of Mathematics]] as their [[NCTM Yearbooks|51st yearbook]].

== Contents ==

Preface

Part 1: New Perspectives on Teaching and Learning

<ol start="1">
<li>Contributions of Research to Practice: Applying Findings, Methods, and Perspectives by [[Edward Silver|Edward A. Silver]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
<li>The Importance of Social Interaction in Children's Construction of Mathematical Knowledge by [[Erna Yackel]] (Purdue University, Calumet, Indiana), [[Paul Cobb]] (Purdue University, West Lafayette, Indiana), [[Terry Wood]] (Purdue University, West Lafayette, Indiana), [[Grayson Wheatley]] (Florida State University, Tallahassee, Florida), and [[Graceann Merkel]] (Klondike Elementary School, West Lafayette, Indiana)</li>
<li>Constructivism and Beginning Arithmetic (K-2) by [[Constance Kamii]] (University of Alabama, Birmingham, Alabama)</li>
<li>The Role of Routine Procedures in the Development of Mathematical Competence by [[James Hiebert]] (University of Delaware, Newark, Delaware)</li>
<li>Adaptive Mathematics Teaching by [[Leslie Steffe|Leslie P. Steffe]] (University of Georgia, Athens, Georgia)</li>
</ol>

Part 2: Effective Models and Methods for Teaching and Learning

<ol start="6">
<li>Small-Group Cooperative Learning in Mathematics by [[Neil Davidson]] (University of Maryland, College Park, Maryland)</li>
<li>An Eclectic Model for Teaching Elementary School Mathematics by [[Thomas Rowan|Thomas E. Rowan]] (Montgomery County Public Schools, Rockville, Maryland) and [[Nancy Cetorelli|Nancy D. Cetorelli]] (Stratford Public Schools, Stratford, Connecticut)</li>
<li>Mathematics as Communication: Using a Language-Experience Approach in the Elementary Grades by [[Frances Curcio|Frances R. Curcio]] (Queens College-CUNY, Flushing, New York)</li>
<li>Effective Mathematics Teaching: One Perspective by [[Timothy Kanold|Timothy D. Kanold]] (Adlai E. Stevenson High School, Prairie View, Illinois)</li>
<li>Beyond Problem Solving: Problem Posing by [[Barbara Moses]] (Education Development Center, Inc., Newton, Massachusetts), [[Elizabeth Bjork]] (Education Development Center, Inc., Newton, Massachusetts), and [[E. Paul Goldenberg]] (Education Development Center, Inc., Newton, Massachusetts)</li>
<li>Writing as a Tool for Teaching Mathematics: The Silent Revolution by [[Aggie Azzolino]] (Middlesex County College, Edison, New Jersey)</li>
<li>Motivation: An Essential Component of Mathematics Instruction by [[Emma Holmes|Emma E. Holmes]] (California State University, Fullerton, California)</li>
</ol>

Part 3: The Role of Assessment in Teaching and Learning

<ol start="13">
<li>Assessment in Mathematics Classrooms, K-8 by [[Norman Webb]] (University of Wisconsin, Madison, Wisconsin) and [[Diane Briars]] (Pittsburgh Public Schools, Pittsburgh, Pennsylvania)</li>
<li>Changes in Mathematics Teaching Call for Assessment Alternatives by [[David Clarke|David J. Clarke]] (Institute of Catholic Education, Oakleigh, Victoria, Australia), [[Doug Clarke|Doug M. Clarke]] (Institute of Catholic Education, Oakleigh, Victoria, Australia), and [[Charles Lovitt|Charles J. Lovitt]] (Ministry of Education, Victoria, Australia)</li>
</ol>

Part 4: Cultural Factors in Teaching and Learning

<ol start="15">
<li>Mathematics for All Americans by [[Lynn Arthur Steen]] (Saint Olaf College, Northfield, Minnesota)</li>
<li>The Challenges of a Changing World for Mathematics Education by [[Walter Secada|Walter G. Secada]] (University of Wisconsin, Madison, Wisconsin)</li>
<li>Teaching Mathematics: A Feminist Perspective by [[Suzanne Damarin|Suzanne K. Damarin]] (Ohio State University, Columbus, Ohio)</li>
<li>African-American Students and the Promise of the ''Curriculum and Evaluation Standards'' by [[Lee Stiff|Lee V. Stiff]] (North Carolina State University, Raleigh, North Carolina)</li>
<li>Increasing the Achievement and Participation of Language Minority Students in Mathematics Education by [[Gilbert Cuevas]] (University of Miami, Miami, Florida)</li>
<li>Cultural Power and the Defining of School Mathematics: A Case Study by [[Brian Donovan|Brian F. Donovan]] (Phillip Institute of Technology, Victoria, Australia)</li>
</ol>

Part 5: Contextual Factors in Teaching and Learning

<ol start="21">
<li>The Invisible Hand Operating in Mathematics Instruction: Students' Conceptions and Expectations by [[Raffaella Borasi]] (University of Rochester, Rochester, New York)</li>
<li>Contextualization and Mathematics for All by [[Claude Janvier]] (University of Quebec, Montreal, Canada)</li>
</ol>

Part 6: Implications of Technology for Teaching and Learning

<ol start="23">
<li>Computer-Enhanced Algebra: New Roles and Challenges for Teachers and Students by [[Kathleen Heid|M. Kathleen Heid]] (Pennsylvania State University, University Park, Pennsylvania), [[Charlene Sheets]] (University of Maryland, College Park, Maryland), and [[Mary Ann Matras]] (East Stroudsburg University, East Stroudsburg, Pennsylvania)</li>
<li>The Impact of Graphing Calculators on the Teaching and Learning of Mathematics by [[Gloria Barrett]] (North Carolina School of Science and Mathematics, Durham, North Carolina) and [[John Goebel]] (North Carolina School of Science and Mathematics, Durham, North Carolina)</li>
<li>Enhancing Mathematics Teaching and Learning Through Technology by [[Franklin Demana]] (Ohio State University, Columbus, Ohio) and [[Bert Waits|Bert K. Waits]] (Ohio State University, Columbus, Ohio)</li>
<li>Teaching Mathematics With a Vision: Integrating Computers Into Instruction by [[Marc Swadener]] (University of Colorado, Boulder, Colorado) and [[William Blubaugh]] (University of Northern Colorado, Greeley, Colorado)</li>
</ol>

Part 7: Professionalism and Its Implications for Teaching and Learning

<ol start="27">
<li>Mathematics Teachers Reconceptualizing Their Roles by [[Charles Lovitt]] (Ministry of Education, Victoria, Australia), [[Max Stephens]] (Ministry of Education, Victoria, Australia), [[Doug Clarke]] (Institute of Catholic Education, Oakleigh, Victoria, Australia), and [[Thomas Romberg|Thomas A. Romberg]] (University of Wisconsin, Madison, Wisconsin)</li>
<li>Professionals in a Changing Profession by [[Mark Driscoll]] (Education Development Center, Newton, Massachusetts) and [[Brian Lord]] (Education Development Center, Newton, Massachusetts)</li>
</ol>

Index

== Cite ==
=== APA 7 ===

[[Thomas Cooney|Cooney, T. J.]], & [[Christian Hirsch|Hirsch, C. R.]] (Eds.). (1990). ''Teaching and learning mathematics in the 1990s''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1990]]

File:1988 NCTM Yearbook.jpg

2021-07-04T04:15:05Z

Raymond Johnson: /* Summary */ lower cap yearbook

== Summary ==
Front cover of the 1988 NCTM yearbook.

File:1990 NCTM Yearbook.jpg

2021-07-04T04:14:36Z

Raymond Johnson: Front cover of the 1990 NCTM yearbook.

== Summary ==
Front cover of the 1990 NCTM yearbook.

Teaching and Learning Mathematics in the 1990s (1990 NCTM Yearbook)

2021-07-04T04:01:59Z

Raymond Johnson: Link authors and fix typos

''Teaching and Learning Mathematics in the 1990s'' was published in 1990 by the [[National Council of Teachers of Mathematics]] as their [[NCTM Yearbooks|51st yearbook]].

== Contents ==

Preface

Part 1: New Perspectives on Teaching and Learning

<ol start="1">
<li>Contributions of Research to Practice: Applying Findings, Methods, and Perspectives by [[Edward Silver|Edward A. Silver]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
<li>The Importance of Social Interaction in Children's Construction of Mathematical Knowledge by [[Erna Yackel]] (Purdue University, Calumet, Indiana), [[Paul Cobb]] (Purdue University, West Lafayette, Indiana), [[Terry Wood]] (Purdue University, West Lafayette, Indiana), [[Grayson Wheatley]] (Florida State University, Tallahassee, Florida), and [[Graceann Merkel]] (Klondike Elementary School, West Lafayette, Indiana)</li>
<li>Constructivism and Beginning Arithmetic (K-2) by [[Constance Kamii]] (University of Alabama, Birmingham, Alabama)</li>
<li>The Role of Routine Procedures in the Development of Mathematical Competence by [[James Hiebert]] (University of Delaware, Newark, Delaware)</li>
<li>Adaptive Mathematics Teaching by [[Leslie Steffe|Leslie P. Steffe]] (University of Georgia, Athens, Georgia)</li>
</ol>

Part 2: Effective Models and Methods for Teaching and Learning

<ol start="6">
<li>Small-Group Cooperative Learning in Mathematics by [[Neil Davidson]] (University of Maryland, College Park, Maryland)</li>
<li>An Eclectic Model for Teaching Elementary School Mathematics by [[Thomas Rowan|Thomas E. Rowan]] (Montgomery County Public Schools, Rockville, Maryland) and [[Nancy Cetorelli|Nancy D. Cetorelli]] (Stratford Public Schools, Stratford, Connecticut)</li>
<li>Mathematics as Communication: Using a Language-Experience Approach in the Elementary Grades by [[Frances Curcio|Frances R. Curcio]] (Queens College-CUNY, Flushing, New York)</li>
<li>Effective Mathematics Teaching: One Perspective by [[Timothy Kanold|Timothy D. Kanold]] (Adlai E. Stevenson High School, Prairie View, Illinois)</li>
<li>Beyond Problem Solving: Problem Posing by [[Barbara Moses]] (Education Development Center, Inc., Newton, Massachusetts), [[Elizabeth Bjork]] (Education Development Center, Inc., Newton, Massachusetts), and [[E. Paul Goldenberg]] (Education Development Center, Inc., Newton, Massachusetts)</li>
<li>Writing as a Tool for Teaching Mathematics: The Silent Revolution by [[Aggie Azzolino]] (Middlesex County College, Edison, New Jersey)</li>
<li>Motivation: An Essential Component of Mathematics Instruction by [[Emma Holmes|Emma E. Holmes]] (California State University, Fullerton, California)</li>
</ol>

Part 3: The Role of Assessment in Teaching and Learning

<ol start="13">
<li>Assessment in Mathematics Classrooms, K-8 by [[Norman Webb]] (University of Wisconsin, Madison, Wisconsin) and [[Diane Briars]] (Pittsburgh Public Schools, Pittsburgh, Pennsylvania)</li>
<li>Changes in Mathematics Teaching Call for Assessment Alternatives by [[David Clarke|David J. Clarke]] (Institute of Catholic Education, Oakleigh, Victoria, Australia), [[Doug Clarke|Doug M. Clarke]] (Institute of Catholic Education, Oakleigh, Victoria, Australia), and [[Charles Lovitt|Charles J. Lovitt]] (Ministry of Education, Victoria, Australia)</li>
</ol>

Part 4: Cultural Factors in Teaching and Learning

<ol start="15">
<li>Mathematics for All Americans by [[Lynn Arthur Steen]] (Saint Olaf College, Northfield, Minnesota)</li>
<li>The Challenges of a Changing World for Mathematics Education by [[Walter Secada|Walter G. Secada]] (University of Wisconsin, Madison, Wisconsin)</li>
<li>Teaching Mathematics: A Feminist Perspective by [[Suzanne Damarin|Suzanne K. Damarin]] (Ohio State University, Columbus, Ohio)</li>
<li>African-American Students and the Promise of the ''Curriculum and Evaluation Standards'' by [[Lee Stiff|Lee V. Stiff]] (North Carolina State University, Raleigh, North Carolina)</li>
<li>Increasing the Achievement and Participation of Language Minority Students in Mathematics Education by [[Gilbert Cuevas]] (University of Miami, Miami, Florida)</li>
<li>Cultural Power and the Defining of School Mathematics: A Case Study by [[Brian Donovan|Brian F. Donovan]] (Phillip Institute of Technology, Victoria, Australia)</li>
</ol>

Part 5: Contextual Factors in Teaching and Learning

<ol start="21">
<li>The Invisible Hand Operating in Mathematics Instruction: Students' Conceptions and Expectations by [[Raffaella Borasi]] (University of Rochester, Rochester, New York)</li>
<li>Contextualization and Mathematics for All by [[Claude Janvier]] (University of Quebec, Montreal, Canada)</li>
</ol>

Part 6: Implications of Technology for Teaching and Learning

<ol start="23">
<li>Computer-Enhanced Algebra: New Roles and Challenges for Teachers and Students by [[Kathleen Heid|M. Kathleen Heid]] (Pennsylvania State University, University Park, Pennsylvania), [[Charlene Sheets]] (University of Maryland, College Park, Maryland), and [[Mary Ann Matras]] (East Stroudsburg University, East Stroudsburg, Pennsylvania)</li>
<li>The Impact of Graphing Calculators on the Teaching and Learning of Mathematics by [[Gloria Barrett]] (North Carolina School of Science and Mathematics, Durham, North Carolina) and [[John Goebel]] (North Carolina School of Science and Mathematics, Durham, North Carolina)</li>
<li>Enhancing Mathematics Teaching and Learning Through Technology by [[Franklin Demana]] (Ohio State University, Columbus, Ohio) and [[Bert Waits|Bert K. Waits]] (Ohio State University, Columbus, Ohio)</li>
<li>Teaching Mathematics With a Vision: Integrating Computers Into Instruction by [[Marc Swadener]] (University of Colorado, Boulder, Colorado) and [[William Blubaugh]] (University of Northern Colorado, Greeley, Colorado)</li>
</ol>

Part 7: Professionalism and Its Implications for Teaching and Learning

<ol start="27">
<li>Mathematics Teachers Reconceptualizing Their Roles by [[Charles Lovitt]] (Ministry of Education, Victoria, Australia), [[Max Stephens]] (Ministry of Education, Victoria, Australia), [[Doug Clarke]] (Institute of Catholic Education, Oakleigh, Victoria, Australia), and [[Thomas Romberg|Thomas A. Romberg]] (University of Wisconsin, Madison, Wisconsin)</li>
<li>Professionals in a Changing Profession by [[Mark Driscoll]] (Education Development Center, Newton, Massachusetts) and [[Brian Lord]] (Education Development Center, Newton, Massachusetts)</li>
</ol>

Index

== Cite ==
=== APA 7 ===

[[Thomas Cooney|Cooney, T. J.]], & [[Christian Hirsch|Hirsch, C. R.]] (Eds.). (1990). ''Teaching and learning mathematics in the 1990s''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1990]]

Teaching and Learning Mathematics in the 1990s (1990 NCTM Yearbook)

2021-07-04T03:51:31Z

Raymond Johnson: Create page with contents and cite

''Teaching and Learning Mathematics in the 1990s'' was published in 1990 by the [[National Council of Teachers of Mathematics]] as their [[51st Yearbook|NCTM Yearbooks]].

== Contents ==

Preface

Part 1: New Perspectives on Teaching and Learning

<ol start="1">
<li>Contributions of Research to Practice: Applying Findings, Methods, and Perspectives by Edward A. Silver (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
<li>The Importance of Social Interaction in Children's Construction of Mathematical Knowledge by Erna Yackel (Purdue University, Calumet, Indiana), Paul Cobb (Purdue University, West Lafayette, Indiana), Terry Wood (Purdue University, West Lafayette, Indiana), Grayson Wheatley (Florida State University, Tallahassee, Florida), and Graceann Merkel (Klondike Elementary School, West Lafayette, Indiana)</li>
<li>Constructivism and Beginning Arithmetic (K-2) by Constance Kamii (University of Alabama, Birmingham, Alabama)</li>
<li>The Role of Routine Procedures in the Development of Mathematical Competence by James Hiebert (University of Delaware, Newark, Delaware)</li>
<li>Adaptive Mathematics Teaching by Leslie P. Steffe (University of Georgia, Athens, Georgia)</li>
</ol>

Part 2: Effective Models and Methods for Teaching and Learning

<ol start="6">
<li>Small-Group Cooperative Learning in Mathematics by Neil Davidson (University of Maryland, College Park, Maryland)</li>
<li>An Eclectic Model for Teaching Elementary School Mathematics by Thomas E. Rowan (Montgomery County Public Schools, Rockville, Maryland) and Nancy D. Cetorelli (Stratford Public Schools, Stratford, Connecticut)</li>
<li>Mathematics as Communication: Using a Language-Experience Approach in the Elementary Grades by Frances R. Curcio (Queens College-CUNY, Flushing, New York)</li>
<li>Effective Mathematics Teaching: One Perspective by Timothy D. Kanold (Adlai E. Stevenson High School, Prairie View, Illinois)</li>
<li>Beyond Problem Solving: Problem Posing by Barbara Moses (Education Development Center, Inc., Newton, Massachusetts), Elizabeth Bjork (Education Development Center, Inc., Newton, Massachusetts), and E. Paul Goldenberg (Education Development Center, Inc., Newton, Massachusetts)</li>
<li>Writing as a Tool for Teaching Mathematics: The Silent Revolution by Aggie Azzolino (Middlesex County College, Edison, New Jersey)</li>
<li>Motivation: An Essential Component of Mathematics Instruction by Emma E. Holmes (California State University, Fullerton, California)</li>
</ol>

Part 3: The Role of Assessment in Teaching and Learning

<ol start="13">
<li>Assessment in Mathematics Classrooms, K-8 by Norman Webb (University of Wisconsin, Madison, Wisconsin) and Diane Briars (Pittsburgh Public Schools, Pittsburgh, Pennsylvania)</li>
<li>Changes in Mathematics Teaching Call for Assessment Alternatives by David J. Clarke (Institute of Catholic Education, Oakleigh, Victoria, Australia), Doug M. Clarke (Institute of Catholic Education, Oakleigh, Victoria, Australia), and Charles J. Lovitt (Ministry of Education, Victoria, Australia)</li>
</ol>

Part 4: Cultural Factors in Teaching and Learning

<ol start="15">
<li>Mathematics for All Americans by Lynn Arthur Steen (Saint Olaf College, Northfield, Minnesota)</li>
<li>The Challenges of a Changing World for Mathematics Education by Walter G. Secada (University of Wisconsin, Madison, Wisconsin)</li>
<li>Teaching Mathematics: A Feminist Perspective by Suzanne K. Damarin (Ohio State University, Columbus, Ohio)</li>
<li>African-American Students and the Promise of the ''Curriculum and Evaluation Standards'' by Lee V. Stiff (North Carolina State University, Raleigh, North Carolina)</li>
<li>Increasing the Achievement and Participation of Language Minority Students in Mathematics Education by Gilbert Cuevas (University of Miami, Miami, Florida)</li>
<li>Cultural Power and the Defining of School Mathematics: A Case Study by Brian F. Donovan (Phillip Institute of Technology, Victoria, Australia)</li>
</ol>

Part 5: Contextual Factors in Teaching and Learning

<ol start="21">
<li>The Invisible Hand Operating in Mathematics Instruction: Students' Conceptions and Expectations by Raffaella Borasi (University of Rochester, Rochester, New York)</li>
<li>Contextualization and Mathematics for All by Claude Janvier (University of Quebec, Montreal, Canada)</li>
</ol>

Part 6: Implications of Technology for Teaching and Learning

<ol start="23">
<li>Computer-Enhanced Algebra: New Roles and Challenges for Teachers and Students by M. Kathleen Heid (Pennsylvania State University, University Park, Pennsylvania), Charlene Sheets (University of Maryland, College Park, Maryland), and Mary Ann Matras (East Stroudsburg University, East Stroudsburg, Pennsylvania)</li>
<li>The Impact of Graphing Calculators on the Teaching and Learning of Mathematics by Gloria Barrett (North Carolina School of Science and Mathematics, Durham, North Carolina) and John Goebel (North Carolina School of Science and Mathematics, Durham, North Carolina)</li>
<li>Enhancing Mathematics Teaching and Learning Through Technology by Franklin Demana (Ohio State University, Columbus, Ohio) and Bert K. Waits (Ohio State University, Columbus, Ohio)</li>
<li>Teaching Mathematics With a Vision: Integrating Computers Into Instruction by Marc Swadener (University of Colorado, Boulder, Colorado) and William Blubaugh (University of Northern Colorado, Greeley, Colorado)</li>
</ol>

Part 7: Professionalism and Its Implications for Teaching and Learning

<ol start="27">
<li>Mathematics Teachers Reconceptualizing Their Roles by Charles Lovitt (Ministry of Education, Victoria, Australia), Max Stephens (Ministry of Education, Victoria, Australia), Doug Clarke (Institute of Catholic Education, Oakleigh, Victoria, Australia), and Thomas A. Romberg (University of Wisconsin, Madison, Wisconsin)</li>
<li>Professionals in a Changing Profession by Mark Driscoll (Education Development Center, Newton, Massachusetts) and Brian Lord (Education Development Center, Newton, Massachusetts)</li>
</ol>

Index

== Cite ==
=== APA 7 ===

Cooney, T. J., & Hirsch, C. R. (Eds.). (1990). ''Teaching and learning mathematics in the 1990s''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1990]]

The Ideas of Algebra, K-12 (1988 NCTM Yearbook)

2021-07-03T17:45:42Z

Raymond Johnson: Added links to intro

[[File:1988 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1988 NCTM Yearbook]]

''The Ideas of Algebra, K-12'' was published in 1988 by the [[National Council of Teachers of Mathematics]] as their [[NCTM Yearbooks|50th yearbook]]. In the book's preface, yearbook editor [[Arthur Coxford]] noted that the 1985 NCTM Yearbook, ''[[The Secondary School Mathematics Curriculum (1985 NCTM Yearbook)|The Secondary School Mathematics Curriculum]]'', had served as an opportunity to refocus on the subject matter of mathematics after an extended period during which the Council attended to issues like problem solving, estimation, and the use of calculators and computers. The NCTM Educational Materials Committee expanded the scope of the book to include algebra across the whole range of kindergarten through high school, and a call for papers resulted in 85 submissions. Reviewing and selecting manuscripts was handled by Coxford and an editorial panel comprised of [[Martin Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania), [[Patricia Fraze]] (Huron High School, Ann Arbor, Michigan), [[Peggy House]] (University of Minnesota, Minneapolis, Minnesota), [[Edward Rathmell]] (University of Northern Iowa, Cedar Falls, Iowa), and [[Al Shulte]] (Oakland Schools, Pontiac, Michigan). Shulte also served as the general editor of the NCTM yearbooks during this period.
== Contents ==

Preface

Part 1: Algebra: Ideas and Issues

<ol start="1">
<li>Reshaping School Algebra: Why and How? by [[Peggy House|Peggy A. House]] (University of Minnesota, Minneapolis, Minnesota)</li>
<li>Conceptions of School Algebra and Uses of Variables by [[Zalman Usiskin]] (University of Chicago, Chicago, Illinois)</li>
<li>Children's Difficulties in Beginning Algebra by [[Lesley Booth|Lesley R. Booth]] (James Cook University of North Queensland, Townsville, Queensland, Australia)</li>
<li>Teaching Algebraic Expressions in a Meaningful Way by [[Louise Chalouh]] (Protestant School Board of Greater Montreal, Montreal, Quebec, Canada) and [[Nicolas Herscovics]] (Concordia University, Montreal, Quebec, Canada)</li>
<li>Difficulties Students Have With the Function Concept by [[Zvia Markovits]] (Weizmann Institute of Science, Rehovot, Israel), [[Bat Sheva Eylon]] (Weizmann Institute of Science, Rehovot, Israel), and [[Maxim Bruckheimer]] (Weizmann Institute of Science, Rehovot, Israel)</li>
</ol>

Part 2: Readiness for Algebraic Concepts

<ol start="6">
<li>Establishing Fundamental Concepts Through Numerical Problem Solving by [[Franklin Demana]] (Ohio State University, Columbus, Ohio) and [[Joan Leitzel]] (Ohio State University, Columbus, Ohio)</li>
<li>Algebraic Instruction for the Younger Child by [[Frances Thompson|Frances M. Thompson]] (Texas Woman's University, Denton, Texas)</li>
<li>Proportionality and the Development of Prealgebra Understandings by [[Thomas Post|Thomas R. Post]] (University of Minnesota, Minneapolis, Minnesota), [[Merlyn Behr|Merlyn J. Behr]] (Northern Illinois University, DeKalb, Illinois), and [[Richard Lesh]] (WICAT Systems and Northwestern University, Evanston, Illinois)</li>
</ol>

Part 3: Equations and Expressions in Algebra

<ol start="9">
<li>Two Different Approaches Among Algebra Learners by [[Carolyn Kieran]] (Université du Québec a Montréal, Montreal, Quebec, Canada)</li>
<li>An Integration of Equation-Solving Methods Into a Developmental Learning Sequence by [[John Bernard|John E. Bernard]] (West Georgia College, Carrollton, Georgia) and [[Martin Cohen|Martin P. Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
<li>Polynomials in the School Curriculum by [[Theodore Eisenberg]] (Ben-Gurion University, Beer Sheva, Israel) and [[Tommy Dreyfus]] (Center for Technological Education, Holon, Israel)</li>
</ol>

Part 4: Problem Solving in Algebra

<ol start="12">
<li>Teaching Elementary Algebra With a Word Problem by [[Harold Schoen|Harold L. Schoen]] (University of Iowa, Iowa City, Iowa)</li>
<li>From Words to Algebra: Mending Misconceptions by [[Jack Lochhead]] (University of Massachusetts, Amherst, Massachusetts) and [[José Mestre|José P. Mestre]] (University of Massachusetts, Amherst, Massachusetts)</li>
<li>Developing Algebraic Representation Using Diagrams by [[Martin Simon|Martin A. Simon]] (Mount Holyoke College, South Hadley, Massachusetts) and [[Virginia Stimpson|Virginia C. Stimpson]] (Mercer Island High School, Mercer Island, Washington)</li>
</ol>

Part 5: Using Computers and Calculators to Learn Algebra

<ol start="15">
<li>Technology and Algebra by [[John McConnell|John W. McConnell]] (Glenview South High School, Glenview, Illinois)</li>
<li>Computer Software for Algebra: What Should It Be? by [[Harley Flanders]] (University of Michigan, Ann Arbor, Michigan)</li>
<li>Programming Finite Group Structures to Learn Algebraic Concepts by [[Richard Shumway|Richard J. Shumway]] (Ohio State University, Columbus, Ohio)</li>
<li>Relating Functions to Their Graphs by [[James Saunders]] (Upper St. Clair High School, Upper St. Clair, Pennsylvania) and [[John DeBlassio]] (Upper St. Clair High School, Upper St. Clair, Pennsylvania)</li>
<li>Computer Lessons in Algebra by [[Patricia Fraze]] (Huron High School, Ann Arbor Michigan)</li>
<li>Computer-Calculated Roots of Polynomials by [[Alfinio Flores]] (Centro de Investigación en Matemátcas, Guanajusto, Mexico)</li>
<li>Computer-Generated Tables: Tools for Concept Development in Elementary School by [[Kathleen Heid|M. Kathleen Heid]] (Pennsylvania State University, University Park, Pennsylvania) and [[Dan Kunkle]] (Mercersburg Academy, Mercersburg, Pennsylvania)</li>
<li>Using Spreadsheets in Algebra Instruction by [[Bruce Maxim|Bruce R. Maxim]] (University of Michigan—Dearborn, Dearborn, Michigan) and [[Roger Verhey|Roger F. Verhey]] (University of Michigan—Dearborn, Dearborn, Michigan)</li>
<li>Using Computer Graphing Software Packages in Algebra Instruction by [[Joyce Friske|Joyce S. Friske]] (Oklahoma State University, Stillwater, Oklahoma)</li>
<li>Logarithms, Calculators, and Teaching Intermediate Algebra by [[Betty Krist|Betty J. Krist]] (University College, Buffalo, New York)</li>
</ol>

Part 6: Algebra Teaching Ideas

<ol start="25">
<li>Factoring Twins as a Teaching Tool by [[Lee Minor|Lee H. Minor]] (Western Carolina University, Cullowhee, North Carolina)</li>
<li>An Algebra Class Unveils Models of Linear Equations in Three Variables by [[Deborah Davies]] (University School of Nashville, Nashville, Tennessee)</li>
<li>Common Mistakes in Algebra by [[June Marquis]] (Fairfax County Public Schools, Alexandria, Virginia)</li>
<li>Using Polynomials to Amaze by [[Catherine Herr Mulligan]] (Bishop Fenwick High School, Middletown, Ohio)</li>
<li>Teaching Absolute Value Spirally by [[Alex Friedlander]] (Weizmann Institute of Science, Rehovot, Isreal)</li>
<li>Which One ''Doesn't'' Belong? by [[David Glatzer|David J. Glatzer]] (West Orange Public Schools, West Orange, New Jersey)</li>
<li>Integrating Statistical Applications in the Learning of Algebra Through Problem Solving by [[Carolyn Maher|Carolyn A. Maher]] (Rutgers University, New Brunswick, New Jersey), [[John Pace|John P. Pace]] (Essex County College, Newark, New Jersey), and [[John Pancari]] (St. Joseph High School, Hammonton, New Jersey)</li>
<li>Input-Output Modifications to Basic Graphs: A Method of Graphing Functions by [[John St. Thaeler]] (Weber State College)</li>
<li>Making Algebra Homework More Effective by [[Gregory Holdan]] (Mount Lebanon School District, Pittsburgh, Pennsylvania)</li>
<li>Algebra Problems for Classroom Use by [[Terry Goodman]] (Central Missouri State University, Warrensburg, Missouri) and [[Martin Cohen|Martin P. Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
</ol>

== External Links ==

* ''The Ideas of Algebra, K-12'', available for borrowing from [https://archive.org/details/ideasofalgebrak10000unse/mode/2up The Internet Archive]

== Cite ==
=== APA 7 ===

[[Arthur Coxford|Coxford, A. F.]], & [[Albert Shulte|Shulte, A. P.]] (Eds.). (1988). ''The ideas of algebra k-12''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1988]]
__NOTOC__

The Ideas of Algebra, K-12 (1988 NCTM Yearbook)

2021-07-03T17:32:30Z

Raymond Johnson: Added link to the Internet Archive

[[File:1988 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1988 NCTM Yearbook]]

''The Ideas of Algebra, K-12'' was published in 1988 by the [[National Council of Teachers of Mathematics]] as their 50th yearbook. In the book's preface, yearbook editor [[Arthur Coxford]] noted that the 1985 NCTM Yearbook, ''The Secondary School Mathematics Curriculum'', had served as an opportunity to refocus on the subject matter of mathematics after an extended period during which the Council attended to issues like problem solving, estimation, and the use of calculators and computers. The NCTM Educational Materials Committee expanded the scope of the book to include algebra across the whole range of kindergarten through high school, and a call for papers resulted in 85 submissions. Reviewing and selecting manuscripts was handled by Coxford and an editorial panel comprised of [[Martin Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania), [[Patricia Fraze]] (Huron High School, Ann Arbor, Michigan), [[Peggy House]] (University of Minnesota, Minneapolis, Minnesota), [[Edward Rathmell]] (University of Northern Iowa, Cedar Falls, Iowa), and [[Al Shulte]] (Oakland Schools, Pontiac, Michigan). Shulte also served as the general editor of the NCTM yearbooks during this period.
== Contents ==

Preface

Part 1: Algebra: Ideas and Issues

<ol start="1">
<li>Reshaping School Algebra: Why and How? by [[Peggy House|Peggy A. House]] (University of Minnesota, Minneapolis, Minnesota)</li>
<li>Conceptions of School Algebra and Uses of Variables by [[Zalman Usiskin]] (University of Chicago, Chicago, Illinois)</li>
<li>Children's Difficulties in Beginning Algebra by [[Lesley Booth|Lesley R. Booth]] (James Cook University of North Queensland, Townsville, Queensland, Australia)</li>
<li>Teaching Algebraic Expressions in a Meaningful Way by [[Louise Chalouh]] (Protestant School Board of Greater Montreal, Montreal, Quebec, Canada) and [[Nicolas Herscovics]] (Concordia University, Montreal, Quebec, Canada)</li>
<li>Difficulties Students Have With the Function Concept by [[Zvia Markovits]] (Weizmann Institute of Science, Rehovot, Israel), [[Bat Sheva Eylon]] (Weizmann Institute of Science, Rehovot, Israel), and [[Maxim Bruckheimer]] (Weizmann Institute of Science, Rehovot, Israel)</li>
</ol>

Part 2: Readiness for Algebraic Concepts

<ol start="6">
<li>Establishing Fundamental Concepts Through Numerical Problem Solving by [[Franklin Demana]] (Ohio State University, Columbus, Ohio) and [[Joan Leitzel]] (Ohio State University, Columbus, Ohio)</li>
<li>Algebraic Instruction for the Younger Child by [[Frances Thompson|Frances M. Thompson]] (Texas Woman's University, Denton, Texas)</li>
<li>Proportionality and the Development of Prealgebra Understandings by [[Thomas Post|Thomas R. Post]] (University of Minnesota, Minneapolis, Minnesota), [[Merlyn Behr|Merlyn J. Behr]] (Northern Illinois University, DeKalb, Illinois), and [[Richard Lesh]] (WICAT Systems and Northwestern University, Evanston, Illinois)</li>
</ol>

Part 3: Equations and Expressions in Algebra

<ol start="9">
<li>Two Different Approaches Among Algebra Learners by [[Carolyn Kieran]] (Université du Québec a Montréal, Montreal, Quebec, Canada)</li>
<li>An Integration of Equation-Solving Methods Into a Developmental Learning Sequence by [[John Bernard|John E. Bernard]] (West Georgia College, Carrollton, Georgia) and [[Martin Cohen|Martin P. Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
<li>Polynomials in the School Curriculum by [[Theodore Eisenberg]] (Ben-Gurion University, Beer Sheva, Israel) and [[Tommy Dreyfus]] (Center for Technological Education, Holon, Israel)</li>
</ol>

Part 4: Problem Solving in Algebra

<ol start="12">
<li>Teaching Elementary Algebra With a Word Problem by [[Harold Schoen|Harold L. Schoen]] (University of Iowa, Iowa City, Iowa)</li>
<li>From Words to Algebra: Mending Misconceptions by [[Jack Lochhead]] (University of Massachusetts, Amherst, Massachusetts) and [[José Mestre|José P. Mestre]] (University of Massachusetts, Amherst, Massachusetts)</li>
<li>Developing Algebraic Representation Using Diagrams by [[Martin Simon|Martin A. Simon]] (Mount Holyoke College, South Hadley, Massachusetts) and [[Virginia Stimpson|Virginia C. Stimpson]] (Mercer Island High School, Mercer Island, Washington)</li>
</ol>

Part 5: Using Computers and Calculators to Learn Algebra

<ol start="15">
<li>Technology and Algebra by [[John McConnell|John W. McConnell]] (Glenview South High School, Glenview, Illinois)</li>
<li>Computer Software for Algebra: What Should It Be? by [[Harley Flanders]] (University of Michigan, Ann Arbor, Michigan)</li>
<li>Programming Finite Group Structures to Learn Algebraic Concepts by [[Richard Shumway|Richard J. Shumway]] (Ohio State University, Columbus, Ohio)</li>
<li>Relating Functions to Their Graphs by [[James Saunders]] (Upper St. Clair High School, Upper St. Clair, Pennsylvania) and [[John DeBlassio]] (Upper St. Clair High School, Upper St. Clair, Pennsylvania)</li>
<li>Computer Lessons in Algebra by [[Patricia Fraze]] (Huron High School, Ann Arbor Michigan)</li>
<li>Computer-Calculated Roots of Polynomials by [[Alfinio Flores]] (Centro de Investigación en Matemátcas, Guanajusto, Mexico)</li>
<li>Computer-Generated Tables: Tools for Concept Development in Elementary School by [[Kathleen Heid|M. Kathleen Heid]] (Pennsylvania State University, University Park, Pennsylvania) and [[Dan Kunkle]] (Mercersburg Academy, Mercersburg, Pennsylvania)</li>
<li>Using Spreadsheets in Algebra Instruction by [[Bruce Maxim|Bruce R. Maxim]] (University of Michigan—Dearborn, Dearborn, Michigan) and [[Roger Verhey|Roger F. Verhey]] (University of Michigan—Dearborn, Dearborn, Michigan)</li>
<li>Using Computer Graphing Software Packages in Algebra Instruction by [[Joyce Friske|Joyce S. Friske]] (Oklahoma State University, Stillwater, Oklahoma)</li>
<li>Logarithms, Calculators, and Teaching Intermediate Algebra by [[Betty Krist|Betty J. Krist]] (University College, Buffalo, New York)</li>
</ol>

Part 6: Algebra Teaching Ideas

<ol start="25">
<li>Factoring Twins as a Teaching Tool by [[Lee Minor|Lee H. Minor]] (Western Carolina University, Cullowhee, North Carolina)</li>
<li>An Algebra Class Unveils Models of Linear Equations in Three Variables by [[Deborah Davies]] (University School of Nashville, Nashville, Tennessee)</li>
<li>Common Mistakes in Algebra by [[June Marquis]] (Fairfax County Public Schools, Alexandria, Virginia)</li>
<li>Using Polynomials to Amaze by [[Catherine Herr Mulligan]] (Bishop Fenwick High School, Middletown, Ohio)</li>
<li>Teaching Absolute Value Spirally by [[Alex Friedlander]] (Weizmann Institute of Science, Rehovot, Isreal)</li>
<li>Which One ''Doesn't'' Belong? by [[David Glatzer|David J. Glatzer]] (West Orange Public Schools, West Orange, New Jersey)</li>
<li>Integrating Statistical Applications in the Learning of Algebra Through Problem Solving by [[Carolyn Maher|Carolyn A. Maher]] (Rutgers University, New Brunswick, New Jersey), [[John Pace|John P. Pace]] (Essex County College, Newark, New Jersey), and [[John Pancari]] (St. Joseph High School, Hammonton, New Jersey)</li>
<li>Input-Output Modifications to Basic Graphs: A Method of Graphing Functions by [[John St. Thaeler]] (Weber State College)</li>
<li>Making Algebra Homework More Effective by [[Gregory Holdan]] (Mount Lebanon School District, Pittsburgh, Pennsylvania)</li>
<li>Algebra Problems for Classroom Use by [[Terry Goodman]] (Central Missouri State University, Warrensburg, Missouri) and [[Martin Cohen|Martin P. Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
</ol>

== External Links ==

* ''The Ideas of Algebra, K-12'', available for borrowing from [https://archive.org/details/ideasofalgebrak10000unse/mode/2up The Internet Archive]

== Cite ==
=== APA 7 ===

[[Arthur Coxford|Coxford, A. F.]], & [[Albert Shulte|Shulte, A. P.]] (Eds.). (1988). ''The ideas of algebra k-12''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1988]]
__NOTOC__

The Ideas of Algebra, K-12 (1988 NCTM Yearbook)

2021-07-03T17:25:21Z

Raymond Johnson: Added intro

[[File:1988 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1988 NCTM Yearbook]]

''The Ideas of Algebra, K-12'' was published in 1988 by the [[National Council of Teachers of Mathematics]] as their 50th yearbook. In the book's preface, yearbook editor [[Arthur Coxford]] noted that the 1985 NCTM Yearbook, ''The Secondary School Mathematics Curriculum'', had served as an opportunity to refocus on the subject matter of mathematics after an extended period during which the Council attended to issues like problem solving, estimation, and the use of calculators and computers. The NCTM Educational Materials Committee expanded the scope of the book to include algebra across the whole range of kindergarten through high school, and a call for papers resulted in 85 submissions. Reviewing and selecting manuscripts was handled by Coxford and an editorial panel comprised of [[Martin Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania), [[Patricia Fraze]] (Huron High School, Ann Arbor, Michigan), [[Peggy House]] (University of Minnesota, Minneapolis, Minnesota), [[Edward Rathmell]] (University of Northern Iowa, Cedar Falls, Iowa), and [[Al Shulte]] (Oakland Schools, Pontiac, Michigan). Shulte also served as the general editor of the NCTM yearbooks during this period.
== Contents ==

Preface

Part 1: Algebra: Ideas and Issues

<ol start="1">
<li>Reshaping School Algebra: Why and How? by [[Peggy House|Peggy A. House]] (University of Minnesota, Minneapolis, Minnesota)</li>
<li>Conceptions of School Algebra and Uses of Variables by [[Zalman Usiskin]] (University of Chicago, Chicago, Illinois)</li>
<li>Children's Difficulties in Beginning Algebra by [[Lesley Booth|Lesley R. Booth]] (James Cook University of North Queensland, Townsville, Queensland, Australia)</li>
<li>Teaching Algebraic Expressions in a Meaningful Way by [[Louise Chalouh]] (Protestant School Board of Greater Montreal, Montreal, Quebec, Canada) and [[Nicolas Herscovics]] (Concordia University, Montreal, Quebec, Canada)</li>
<li>Difficulties Students Have With the Function Concept by [[Zvia Markovits]] (Weizmann Institute of Science, Rehovot, Israel), [[Bat Sheva Eylon]] (Weizmann Institute of Science, Rehovot, Israel), and [[Maxim Bruckheimer]] (Weizmann Institute of Science, Rehovot, Israel)</li>
</ol>

Part 2: Readiness for Algebraic Concepts

<ol start="6">
<li>Establishing Fundamental Concepts Through Numerical Problem Solving by [[Franklin Demana]] (Ohio State University, Columbus, Ohio) and [[Joan Leitzel]] (Ohio State University, Columbus, Ohio)</li>
<li>Algebraic Instruction for the Younger Child by [[Frances Thompson|Frances M. Thompson]] (Texas Woman's University, Denton, Texas)</li>
<li>Proportionality and the Development of Prealgebra Understandings by [[Thomas Post|Thomas R. Post]] (University of Minnesota, Minneapolis, Minnesota), [[Merlyn Behr|Merlyn J. Behr]] (Northern Illinois University, DeKalb, Illinois), and [[Richard Lesh]] (WICAT Systems and Northwestern University, Evanston, Illinois)</li>
</ol>

Part 3: Equations and Expressions in Algebra

<ol start="9">
<li>Two Different Approaches Among Algebra Learners by [[Carolyn Kieran]] (Université du Québec a Montréal, Montreal, Quebec, Canada)</li>
<li>An Integration of Equation-Solving Methods Into a Developmental Learning Sequence by [[John Bernard|John E. Bernard]] (West Georgia College, Carrollton, Georgia) and [[Martin Cohen|Martin P. Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
<li>Polynomials in the School Curriculum by [[Theodore Eisenberg]] (Ben-Gurion University, Beer Sheva, Israel) and [[Tommy Dreyfus]] (Center for Technological Education, Holon, Israel)</li>
</ol>

Part 4: Problem Solving in Algebra

<ol start="12">
<li>Teaching Elementary Algebra With a Word Problem by [[Harold Schoen|Harold L. Schoen]] (University of Iowa, Iowa City, Iowa)</li>
<li>From Words to Algebra: Mending Misconceptions by [[Jack Lochhead]] (University of Massachusetts, Amherst, Massachusetts) and [[José Mestre|José P. Mestre]] (University of Massachusetts, Amherst, Massachusetts)</li>
<li>Developing Algebraic Representation Using Diagrams by [[Martin Simon|Martin A. Simon]] (Mount Holyoke College, South Hadley, Massachusetts) and [[Virginia Stimpson|Virginia C. Stimpson]] (Mercer Island High School, Mercer Island, Washington)</li>
</ol>

Part 5: Using Computers and Calculators to Learn Algebra

<ol start="15">
<li>Technology and Algebra by [[John McConnell|John W. McConnell]] (Glenview South High School, Glenview, Illinois)</li>
<li>Computer Software for Algebra: What Should It Be? by [[Harley Flanders]] (University of Michigan, Ann Arbor, Michigan)</li>
<li>Programming Finite Group Structures to Learn Algebraic Concepts by [[Richard Shumway|Richard J. Shumway]] (Ohio State University, Columbus, Ohio)</li>
<li>Relating Functions to Their Graphs by [[James Saunders]] (Upper St. Clair High School, Upper St. Clair, Pennsylvania) and [[John DeBlassio]] (Upper St. Clair High School, Upper St. Clair, Pennsylvania)</li>
<li>Computer Lessons in Algebra by [[Patricia Fraze]] (Huron High School, Ann Arbor Michigan)</li>
<li>Computer-Calculated Roots of Polynomials by [[Alfinio Flores]] (Centro de Investigación en Matemátcas, Guanajusto, Mexico)</li>
<li>Computer-Generated Tables: Tools for Concept Development in Elementary School by [[Kathleen Heid|M. Kathleen Heid]] (Pennsylvania State University, University Park, Pennsylvania) and [[Dan Kunkle]] (Mercersburg Academy, Mercersburg, Pennsylvania)</li>
<li>Using Spreadsheets in Algebra Instruction by [[Bruce Maxim|Bruce R. Maxim]] (University of Michigan—Dearborn, Dearborn, Michigan) and [[Roger Verhey|Roger F. Verhey]] (University of Michigan—Dearborn, Dearborn, Michigan)</li>
<li>Using Computer Graphing Software Packages in Algebra Instruction by [[Joyce Friske|Joyce S. Friske]] (Oklahoma State University, Stillwater, Oklahoma)</li>
<li>Logarithms, Calculators, and Teaching Intermediate Algebra by [[Betty Krist|Betty J. Krist]] (University College, Buffalo, New York)</li>
</ol>

Part 6: Algebra Teaching Ideas

<ol start="25">
<li>Factoring Twins as a Teaching Tool by [[Lee Minor|Lee H. Minor]] (Western Carolina University, Cullowhee, North Carolina)</li>
<li>An Algebra Class Unveils Models of Linear Equations in Three Variables by [[Deborah Davies]] (University School of Nashville, Nashville, Tennessee)</li>
<li>Common Mistakes in Algebra by [[June Marquis]] (Fairfax County Public Schools, Alexandria, Virginia)</li>
<li>Using Polynomials to Amaze by [[Catherine Herr Mulligan]] (Bishop Fenwick High School, Middletown, Ohio)</li>
<li>Teaching Absolute Value Spirally by [[Alex Friedlander]] (Weizmann Institute of Science, Rehovot, Isreal)</li>
<li>Which One ''Doesn't'' Belong? by [[David Glatzer|David J. Glatzer]] (West Orange Public Schools, West Orange, New Jersey)</li>
<li>Integrating Statistical Applications in the Learning of Algebra Through Problem Solving by [[Carolyn Maher|Carolyn A. Maher]] (Rutgers University, New Brunswick, New Jersey), [[John Pace|John P. Pace]] (Essex County College, Newark, New Jersey), and [[John Pancari]] (St. Joseph High School, Hammonton, New Jersey)</li>
<li>Input-Output Modifications to Basic Graphs: A Method of Graphing Functions by [[John St. Thaeler]] (Weber State College)</li>
<li>Making Algebra Homework More Effective by [[Gregory Holdan]] (Mount Lebanon School District, Pittsburgh, Pennsylvania)</li>
<li>Algebra Problems for Classroom Use by [[Terry Goodman]] (Central Missouri State University, Warrensburg, Missouri) and [[Martin Cohen|Martin P. Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
</ol>

== Cite ==
=== APA 7 ===

[[Arthur Coxford|Coxford, A. F.]], & [[Albert Shulte|Shulte, A. P.]] (Eds.). (1988). ''The ideas of algebra k-12''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1988]]

The Ideas of Algebra, K-12 (1988 NCTM Yearbook)

2021-07-03T16:34:32Z

Raymond Johnson: Added cover image

[[File:1988 NCTM Yearbook.jpg|300px|thumb|right|Cover of the 1988 NCTM Yearbook]]
== Contents ==

Preface

Part 1: Algebra: Ideas and Issues

<ol start="1">
<li>Reshaping School Algebra: Why and How? by [[Peggy House|Peggy A. House]] (University of Minnesota, Minneapolis, Minnesota)</li>
<li>Conceptions of School Algebra and Uses of Variables by [[Zalman Usiskin]] (University of Chicago, Chicago, Illinois)</li>
<li>Children's Difficulties in Beginning Algebra by [[Lesley Booth|Lesley R. Booth]] (James Cook University of North Queensland, Townsville, Queensland, Australia)</li>
<li>Teaching Algebraic Expressions in a Meaningful Way by [[Louise Chalouh]] (Protestant School Board of Greater Montreal, Montreal, Quebec, Canada) and [[Nicolas Herscovics]] (Concordia University, Montreal, Quebec, Canada)</li>
<li>Difficulties Students Have With the Function Concept by [[Zvia Markovits]] (Weizmann Institute of Science, Rehovot, Israel), [[Bat Sheva Eylon]] (Weizmann Institute of Science, Rehovot, Israel), and [[Maxim Bruckheimer]] (Weizmann Institute of Science, Rehovot, Israel)</li>
</ol>

Part 2: Readiness for Algebraic Concepts

<ol start="6">
<li>Establishing Fundamental Concepts Through Numerical Problem Solving by [[Franklin Demana]] (Ohio State University, Columbus, Ohio) and [[Joan Leitzel]] (Ohio State University, Columbus, Ohio)</li>
<li>Algebraic Instruction for the Younger Child by [[Frances Thompson|Frances M. Thompson]] (Texas Woman's University, Denton, Texas)</li>
<li>Proportionality and the Development of Prealgebra Understandings by [[Thomas Post|Thomas R. Post]] (University of Minnesota, Minneapolis, Minnesota), [[Merlyn Behr|Merlyn J. Behr]] (Northern Illinois University, DeKalb, Illinois), and [[Richard Lesh]] (WICAT Systems and Northwestern University, Evanston, Illinois)</li>
</ol>

Part 3: Equations and Expressions in Algebra

<ol start="9">
<li>Two Different Approaches Among Algebra Learners by [[Carolyn Kieran]] (Université du Québec a Montréal, Montreal, Quebec, Canada)</li>
<li>An Integration of Equation-Solving Methods Into a Developmental Learning Sequence by [[John Bernard|John E. Bernard]] (West Georgia College, Carrollton, Georgia) and [[Martin Cohen|Martin P. Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
<li>Polynomials in the School Curriculum by [[Theodore Eisenberg]] (Ben-Gurion University, Beer Sheva, Israel) and [[Tommy Dreyfus]] (Center for Technological Education, Holon, Israel)</li>
</ol>

Part 4: Problem Solving in Algebra

<ol start="12">
<li>Teaching Elementary Algebra With a Word Problem by [[Harold Schoen|Harold L. Schoen]] (University of Iowa, Iowa City, Iowa)</li>
<li>From Words to Algebra: Mending Misconceptions by [[Jack Lochhead]] (University of Massachusetts, Amherst, Massachusetts) and [[José Mestre|José P. Mestre]] (University of Massachusetts, Amherst, Massachusetts)</li>
<li>Developing Algebraic Representation Using Diagrams by [[Martin Simon|Martin A. Simon]] (Mount Holyoke College, South Hadley, Massachusetts) and [[Virginia Stimpson|Virginia C. Stimpson]] (Mercer Island High School, Mercer Island, Washington)</li>
</ol>

Part 5: Using Computers and Calculators to Learn Algebra

<ol start="15">
<li>Technology and Algebra by [[John McConnell|John W. McConnell]] (Glenview South High School, Glenview, Illinois)</li>
<li>Computer Software for Algebra: What Should It Be? by [[Harley Flanders]] (University of Michigan, Ann Arbor, Michigan)</li>
<li>Programming Finite Group Structures to Learn Algebraic Concepts by [[Richard Shumway|Richard J. Shumway]] (Ohio State University, Columbus, Ohio)</li>
<li>Relating Functions to Their Graphs by [[James Saunders]] (Upper St. Clair High School, Upper St. Clair, Pennsylvania) and [[John DeBlassio]] (Upper St. Clair High School, Upper St. Clair, Pennsylvania)</li>
<li>Computer Lessons in Algebra by [[Patricia Fraze]] (Huron High School, Ann Arbor Michigan)</li>
<li>Computer-Calculated Roots of Polynomials by [[Alfinio Flores]] (Centro de Investigación en Matemátcas, Guanajusto, Mexico)</li>
<li>Computer-Generated Tables: Tools for Concept Development in Elementary School by [[Kathleen Heid|M. Kathleen Heid]] (Pennsylvania State University, University Park, Pennsylvania) and [[Dan Kunkle]] (Mercersburg Academy, Mercersburg, Pennsylvania)</li>
<li>Using Spreadsheets in Algebra Instruction by [[Bruce Maxim|Bruce R. Maxim]] (University of Michigan—Dearborn, Dearborn, Michigan) and [[Roger Verhey|Roger F. Verhey]] (University of Michigan—Dearborn, Dearborn, Michigan)</li>
<li>Using Computer Graphing Software Packages in Algebra Instruction by [[Joyce Friske|Joyce S. Friske]] (Oklahoma State University, Stillwater, Oklahoma)</li>
<li>Logarithms, Calculators, and Teaching Intermediate Algebra by [[Betty Krist|Betty J. Krist]] (University College, Buffalo, New York)</li>
</ol>

Part 6: Algebra Teaching Ideas

<ol start="25">
<li>Factoring Twins as a Teaching Tool by [[Lee Minor|Lee H. Minor]] (Western Carolina University, Cullowhee, North Carolina)</li>
<li>An Algebra Class Unveils Models of Linear Equations in Three Variables by [[Deborah Davies]] (University School of Nashville, Nashville, Tennessee)</li>
<li>Common Mistakes in Algebra by [[June Marquis]] (Fairfax County Public Schools, Alexandria, Virginia)</li>
<li>Using Polynomials to Amaze by [[Catherine Herr Mulligan]] (Bishop Fenwick High School, Middletown, Ohio)</li>
<li>Teaching Absolute Value Spirally by [[Alex Friedlander]] (Weizmann Institute of Science, Rehovot, Isreal)</li>
<li>Which One ''Doesn't'' Belong? by [[David Glatzer|David J. Glatzer]] (West Orange Public Schools, West Orange, New Jersey)</li>
<li>Integrating Statistical Applications in the Learning of Algebra Through Problem Solving by [[Carolyn Maher|Carolyn A. Maher]] (Rutgers University, New Brunswick, New Jersey), [[John Pace|John P. Pace]] (Essex County College, Newark, New Jersey), and [[John Pancari]] (St. Joseph High School, Hammonton, New Jersey)</li>
<li>Input-Output Modifications to Basic Graphs: A Method of Graphing Functions by [[John St. Thaeler]] (Weber State College)</li>
<li>Making Algebra Homework More Effective by [[Gregory Holdan]] (Mount Lebanon School District, Pittsburgh, Pennsylvania)</li>
<li>Algebra Problems for Classroom Use by [[Terry Goodman]] (Central Missouri State University, Warrensburg, Missouri) and [[Martin Cohen|Martin P. Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
</ol>

== Cite ==
=== APA 7 ===

[[Arthur Coxford|Coxford, A. F.]], & [[Albert Shulte|Shulte, A. P.]] (Eds.). (1988). ''The ideas of algebra k-12''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1988]]

File:1988 NCTM Yearbook.jpg

2021-07-03T16:32:35Z

Raymond Johnson: Front cover of the 1988 NCTM Yearbook.

== Summary ==
Front cover of the 1988 NCTM Yearbook.

The Ideas of Algebra, K-12 (1988 NCTM Yearbook)

2021-07-03T15:49:33Z

Raymond Johnson: Link authors and fix typos

== Contents ==

Preface

Part 1: Algebra: Ideas and Issues

<ol start="1">
<li>Reshaping School Algebra: Why and How? by [[Peggy House|Peggy A. House]] (University of Minnesota, Minneapolis, Minnesota)</li>
<li>Conceptions of School Algebra and Uses of Variables by [[Zalman Usiskin]] (University of Chicago, Chicago, Illinois)</li>
<li>Children's Difficulties in Beginning Algebra by [[Lesley Booth|Lesley R. Booth]] (James Cook University of North Queensland, Townsville, Queensland, Australia)</li>
<li>Teaching Algebraic Expressions in a Meaningful Way by [[Louise Chalouh]] (Protestant School Board of Greater Montreal, Montreal, Quebec, Canada) and [[Nicolas Herscovics]] (Concordia University, Montreal, Quebec, Canada)</li>
<li>Difficulties Students Have With the Function Concept by [[Zvia Markovits]] (Weizmann Institute of Science, Rehovot, Israel), [[Bat Sheva Eylon]] (Weizmann Institute of Science, Rehovot, Israel), and [[Maxim Bruckheimer]] (Weizmann Institute of Science, Rehovot, Israel)</li>
</ol>

Part 2: Readiness for Algebraic Concepts

<ol start="6">
<li>Establishing Fundamental Concepts Through Numerical Problem Solving by [[Franklin Demana]] (Ohio State University, Columbus, Ohio) and [[Joan Leitzel]] (Ohio State University, Columbus, Ohio)</li>
<li>Algebraic Instruction for the Younger Child by [[Frances Thompson|Frances M. Thompson]] (Texas Woman's University, Denton, Texas)</li>
<li>Proportionality and the Development of Prealgebra Understandings by [[Thomas Post|Thomas R. Post]] (University of Minnesota, Minneapolis, Minnesota), [[Merlyn Behr|Merlyn J. Behr]] (Northern Illinois University, DeKalb, Illinois), and [[Richard Lesh]] (WICAT Systems and Northwestern University, Evanston, Illinois)</li>
</ol>

Part 3: Equations and Expressions in Algebra

<ol start="9">
<li>Two Different Approaches Among Algebra Learners by [[Carolyn Kieran]] (Université du Québec a Montréal, Montreal, Quebec, Canada)</li>
<li>An Integration of Equation-Solving Methods Into a Developmental Learning Sequence by [[John Bernard|John E. Bernard]] (West Georgia College, Carrollton, Georgia) and [[Martin Cohen|Martin P. Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
<li>Polynomials in the School Curriculum by [[Theodore Eisenberg]] (Ben-Gurion University, Beer Sheva, Israel) and [[Tommy Dreyfus]] (Center for Technological Education, Holon, Israel)</li>
</ol>

Part 4: Problem Solving in Algebra

<ol start="12">
<li>Teaching Elementary Algebra With a Word Problem by [[Harold Schoen|Harold L. Schoen]] (University of Iowa, Iowa City, Iowa)</li>
<li>From Words to Algebra: Mending Misconceptions by [[Jack Lochhead]] (University of Massachusetts, Amherst, Massachusetts) and [[José Mestre|José P. Mestre]] (University of Massachusetts, Amherst, Massachusetts)</li>
<li>Developing Algebraic Representation Using Diagrams by [[Martin Simon|Martin A. Simon]] (Mount Holyoke College, South Hadley, Massachusetts) and [[Virginia Stimpson|Virginia C. Stimpson]] (Mercer Island High School, Mercer Island, Washington)</li>
</ol>

Part 5: Using Computers and Calculators to Learn Algebra

<ol start="15">
<li>Technology and Algebra by [[John McConnell|John W. McConnell]] (Glenview South High School, Glenview, Illinois)</li>
<li>Computer Software for Algebra: What Should It Be? by [[Harley Flanders]] (University of Michigan, Ann Arbor, Michigan)</li>
<li>Programming Finite Group Structures to Learn Algebraic Concepts by [[Richard Shumway|Richard J. Shumway]] (Ohio State University, Columbus, Ohio)</li>
<li>Relating Functions to Their Graphs by [[James Saunders]] (Upper St. Clair High School, Upper St. Clair, Pennsylvania) and [[John DeBlassio]] (Upper St. Clair High School, Upper St. Clair, Pennsylvania)</li>
<li>Computer Lessons in Algebra by [[Patricia Fraze]] (Huron High School, Ann Arbor Michigan)</li>
<li>Computer-Calculated Roots of Polynomials by [[Alfinio Flores]] (Centro de Investigación en Matemátcas, Guanajusto, Mexico)</li>
<li>Computer-Generated Tables: Tools for Concept Development in Elementary School by [[Kathleen Heid|M. Kathleen Heid]] (Pennsylvania State University, University Park, Pennsylvania) and [[Dan Kunkle]] (Mercersburg Academy, Mercersburg, Pennsylvania)</li>
<li>Using Spreadsheets in Algebra Instruction by [[Bruce Maxim|Bruce R. Maxim]] (University of Michigan—Dearborn, Dearborn, Michigan) and [[Roger Verhey|Roger F. Verhey]] (University of Michigan—Dearborn, Dearborn, Michigan)</li>
<li>Using Computer Graphing Software Packages in Algebra Instruction by [[Joyce Friske|Joyce S. Friske]] (Oklahoma State University, Stillwater, Oklahoma)</li>
<li>Logarithms, Calculators, and Teaching Intermediate Algebra by [[Betty Krist|Betty J. Krist]] (University College, Buffalo, New York)</li>
</ol>

Part 6: Algebra Teaching Ideas

<ol start="25">
<li>Factoring Twins as a Teaching Tool by [[Lee Minor|Lee H. Minor]] (Western Carolina University, Cullowhee, North Carolina)</li>
<li>An Algebra Class Unveils Models of Linear Equations in Three Variables by [[Deborah Davies]] (University School of Nashville, Nashville, Tennessee)</li>
<li>Common Mistakes in Algebra by [[June Marquis]] (Fairfax County Public Schools, Alexandria, Virginia)</li>
<li>Using Polynomials to Amaze by [[Catherine Herr Mulligan]] (Bishop Fenwick High School, Middletown, Ohio)</li>
<li>Teaching Absolute Value Spirally by [[Alex Friedlander]] (Weizmann Institute of Science, Rehovot, Isreal)</li>
<li>Which One ''Doesn't'' Belong? by [[David Glatzer|David J. Glatzer]] (West Orange Public Schools, West Orange, New Jersey)</li>
<li>Integrating Statistical Applications in the Learning of Algebra Through Problem Solving by [[Carolyn Maher|Carolyn A. Maher]] (Rutgers University, New Brunswick, New Jersey), [[John Pace|John P. Pace]] (Essex County College, Newark, New Jersey), and [[John Pancari]] (St. Joseph High School, Hammonton, New Jersey)</li>
<li>Input-Output Modifications to Basic Graphs: A Method of Graphing Functions by [[John St. Thaeler]] (Weber State College)</li>
<li>Making Algebra Homework More Effective by [[Gregory Holdan]] (Mount Lebanon School District, Pittsburgh, Pennsylvania)</li>
<li>Algebra Problems for Classroom Use by [[Terry Goodman]] (Central Missouri State University, Warrensburg, Missouri) and [[Martin Cohen|Martin P. Cohen]] (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
</ol>

== Cite ==
=== APA 7 ===

[[Arthur Coxford|Coxford, A. F.]], & [[Albert Shulte|Shulte, A. P.]] (Eds.). (1988). ''The ideas of algebra k-12''. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1988]]

The Ideas of Algebra, K-12 (1988 NCTM Yearbook)

2021-07-03T15:18:06Z

Raymond Johnson: Create page with contents and cite

== Contents ==

Preface

Part 1: Algebra: Ideas and Issues

<ol start="1">
<li>Reshaping School Algebra: Why and How? by Peggy A. House (University of Minnesota, Minneapolis, Minnesota)</li>
<li>Conceptions of School Algebra and Uses of Variables by Zalman Usiskin (University of Chicago, Chicago, Illinois)</li>
<li>Children's Difficulties in Beginning Algebra by Lesley R. Booth (James Cook University of North Queensland, Townsville, Queensland, Australia)</li>
<li>Teaching Algebraic Expressions in a Meaningful Way by Louise Chalouh (Protestant School Board of Greater Montreal, Montreal, Quebec, Canada) and Nicolas Herscovics (Concordia University, Montreal, Quebec, Canada)</li>
<li>Difficulties Students Have With the Function Concept by Zvia Markovits (Weizmann Institute of Science, Rehovot, Israel), Bat Sheva Eylon (Weizmann Institute of Science, Rehovot, Israel), and Maxim Bruckheimer (Weizmann Institute of Science, Rehovot, Israel)</li>
</ol>

Part 2: Readiness for Algebraic Concepts

<ol start="6">
<li>Establishing Fundamental Concepts Through Numerical Problem Solving by Franklin Demana (Ohio State University, Columbus, Ohio) and Joan Leitzel (Ohio State University, Columbus, Ohio)</li>
<li>Algebraic Instruction for the Younger Child by Frances M. Thompson (Texas Woman's University, Denton, Texas)</li>
<li>Proportionality and the Development of Prealgebra Understandings by Thomas R. Post (University of Minnesota, Minneapolis, Minnesota), Merlyn J. Behr (Northern Illinois University, DeKalb, Illinois), and Richard Lesh (WICAT Systems and Northwestern University, Evanston, Illinois)</li>
</ol>

Part 3: Equations and Expressions in Algebra

<ol start="9">
<li>Two Different Approaches Among Algebra Learners by Carolyn Kieran (Université du Québec a Montréal, Montreal, Quebec, Canada)</li>
<li>An Integration of Equation-Solving Methods Into a Developmental Learning Sequence by John E. Bernard (West Georgia College, Carrollton, Georgia) and Martin P. Cohen (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
<li>Polynomials in the School Curriculum by Theodore Eisenberg (Ben-Gurion University, Beer Sheva, Israel) and Tommy Dreyfus (Center for Technological Education, Holon, Israel)</li>
</ol>

Part 4: Problem Solving in Algebra

<ol start="12">
<li>Teaching Elementary Algebra With a Word Problem by Harold L. Schoen (University of Iowa, Iowa City, Iowa)</li>
<li>From Words to Algebra: Mending Misconceptions by Jack Lochhead (University of Massachusetts, Amherst, Massachusetts) and José P. Mestre (University of Massachusetts, Amherst, Massachusetts)</li>
<li>Developing Algebraic Representation Using Diagrams by Martin A. Simon (Mount Holyoke College, South Hadley, Massachusetts) and Virginia C. Stimpson (Mercer Island High School, Mercer Island, Washington)</li>
</ol>

Part 5: Using Computers and Calculators to Learn Algebra

<ol start="15">
<li>Technology and Algebra by John W. McConnell (Glenview South High School, Glenview, Illinois)</li>
<li>Computer Software for Algebra: What Should It Be? by Harley Flanders (University of Michigan, Ann Arbor, Michigan)</li>
<li>Programming Finite Group Structures to Learn Algebraic Concepts by Richard J. Shumway (Ohio State University, Columbus, Ohio)</li>
<li>Relating Functions to Their Graphs by James Saunders (Upper St. Clair High School, Upper St. Clair, Pennsylvania) and John DeBlassio (Upper St. Clair High School, Upper St. Clair, Pennsylvania)</li>
<li>Computer Lessons in Algebra by Patricia Fraze (Huron High School, Ann Arbor Michigan)</li>
<li>Computer-Calculated Roots of Polynomials by Alfinio Flores (Centro de Investigación en Matemátcas, Guanajusto, Mexico</li>
<li>Computer-Generated Tables: Tools for Concept Development in Elementary School by M. Kathleen Heid (Pennsylvania State University, University Park, Pennsylvania) and Dan Kunkle (Mercersburg Academy, Mercersburg, Pennsylvania)</li>
<li>Using Spreadsheets in Algebra Instruction by Bruce R. Maxim (University of Michigan—Dearborn, Dearborn, Michigan) and Roger F. Verhey (University of Michigan—Dearborn, Dearborn, Michigan)</li>
<li>Using Computer Graphing Software Packages in Algebra Instruction by Joyce S. Friske (Oklahoma State University, Stillwater, Oklahoma)</li>
<li>Logarithms, Calculators, and Teaching Intermediate Algebra by Betty J. Krist (University College, Buffalo, New York)</li>
</ol>

Part 6: Algebra Teaching Ideas

<ol start="25">
<li>Factoring Twins as a Teaching Tool by Lee H. Minor (Western Carolina University, Cullowhee, North Carolina)</li>
<li>An Algebra Class Unveils Models of Linear Equations in Three Variables by Deborah Davies (University School of Nashville, Nashville, Tennessee)</li>
<li>Common Mistakes in Algebra by June Marquis (Fairfax County Public Schools, Alexandria, Virginia)</li>
<li>Using Polynomials to Amaze by Catherine Herr Mulligan (Bishop Fenwick High School, Middletown, Ohio)</li>
<li>Teaching Absolute Value Spirally by Alex Friedlander (Weizmann Institute of Science, Rehovot, Isreal)</li>
<li>Which One ''Doesn't'' Belong? by David J. Glatzer (West Orange Public Schools, West Orange, New Jersey</li>
<li>Integrating Statistical Applications in the Learning of Algebra Through Problem Solving by Carolyn A. Maher (Rutgers University, New Brunswick, New Jersey), John P. Pace (Essex County College, Newark, New Jersey), and John Pancari (St. Joseph High School, Hammonton, New Jersey)</li>
<li>Input-Output Modifications to Basic Graphs: A Method of Graphing Functions by John St. Thaeler (Weber State College)</li>
<li>Making Algebra Homework More Effective by Gregory Holdan (Mount Lebanon School District, Pittsburgh, Pennsylvania)</li>
<li>Algebra Problems for Classroom Use by Terry Goodman (Central Missouri State University, Warrensburg, Missouri) and Martin P. Cohen (University of Pittsburgh, Pittsburgh, Pennsylvania)</li>
</ol>

== Cite ==
=== APA 7 ===

Coxford, A. F., & Shulte, A. P. (Eds.). (1983). The ideas of algebra k-12. National Council of Teachers of Mathematics.

[[Category:Edited Books]]
[[Category:1988]]

The Slow Learner in Mathematics (1972 NCTM Yearbook)

2021-07-02T18:33:15Z

Raymond Johnson: Create page with contents and cite

==Contents==

Preface

Acknowledgments

<ol start="1">
<li>Characteristics and Needs of the Slow Learner by Richard W. Schulz</li>
<li>The Research Literacture by Len Pikaart and James W. Wilson
</li>
<li>Behavioral Objectives by Henry H. Walbesser and Heather L. Carter
</li>
<li>A Favorable Learning Environment by James R. Pearson
</li>
<li>Adjustment of Instruction (Elementary School) by Charlotte W. Junge
</li>
<li>Teaching Styles (Secondary School) by Elizabeth A. Collins
</li>
<li>Aids and Activities by Evan M. Maletsky
</li>
<li>The Laboratory Approach by Patricia S. Davidson and Marion I. Walter
</li>
<li>Diagnostic-Prescriptive Teaching by Vincent J. Glennon and John W. Wilson
</li>
<li>Classroom and School Administration by Paul V. Rogler
</li>
<li>Promising Programs and Practices
</li>
<li>The Training of Teachers by Dora Helen Skypek
</li>
</ol>Appendix A: Activities, Games, and Applications by Thomas E. Rowan and William G. McKenzie

Appendix B: Sample Lessons

Index

== Cite ==

=== APA 7 ===
Lowry, W. C. (Ed.). (1972). ''The slow learner in mathematics''. National Council of Teachers of Mathematics.
[[Category:Edited Books]]
{{DEFAULTSORT:Slow_Learner_in_Mathematics_(1972_NCTM_Yearbook)}}

A History of School Mathematics (NCTM book)

2021-07-01T17:27:38Z

Raymond Johnson: Linked to authors, add external links, category

''A History of School Mathematics'' is a 2-volume, 1807-page set of books published by the [[National Council of Teachers of Mathematics]] in 2003.

== Contents ==

=== Volume 1 ===

Preface

Prologue

<ol start="1">
<li>Bearing Witness: On the Nature and Purpose of History by [[William Reese|William J. Reese]]</li>
</ol>

Mathematics Education in the Nineteenth Century

<ol start="2">
<li>Numeracy in Nineteenth-Century America by [[Patricia Cline Cohen]]</li>
<li>Pedagogy in Text: An Analysis of Mathematics Texts From the Nineteenth Century by [[Karen Michalowicz|Karen D. Michalowicz]] and [[Arthur Howard|Arthur C. Howard]]</li>
</ol>

Emerging Communities

<ol start="4">
<li>Historical Contours of the American Mathematical Research Community by [[Karen Parshall|Karen Hunger Parshall]]</li>
<li>The Emergence of a Profession: Mathematics Education in the United States, 1890-1920 by [[Eileen Donoghue|Eileen F. Donoghue]]</li>
<li>The Mathematics Education Community in Canada Outside Quebec Before the New Math Era by [[Sol Sigurdson|Sol E. Sigurdson]], [[Tom Kieren|Tom E. Kieren]], [[Yvonne Pothier]], and [[Geoffrey Roulet]]</li>
<li>Enseigner Les Mathématiques au Québec: L'émergence D'une Spécialité / Mathematics Education as a Professional Field in Quebec: The Historical Roots by [[Paul Lavoie]]</li>
</ol>

Academic and Vocational Mathematics in the High School

<ol start="8">
<li>Algebra and Geometry Textbooks in Twentieth-Century America by [[Eileen Donoghue|Eileen F. Donoghue]]</li>
<li>The Ascendance of Practical and Vocational Mathematics, 1893-1945: Academic Mathematics Under Siege by [[Herbert Kliebard|Herbert M. Kliebard]] and [[Barry Franklin|Barry M. Franklin]]</li>
<li>Mathematics Enrollments and the Development of the High School in the United States, 1910-1994 by [[David Angus|David L. Angus]] and [[Jeffrey Mirel|Jeffrey E. Mirel]]</li>
</ol>

School Mathematics From World War II to the End of the Twentieth Century

<ol start="11">
<li>A Time of Uncertainty and Change: School Mathematics From World War II Until the New Math by [[Alan Garrett|Alan W. Garrett]] and [[O. L. Davis, Jr.]]</li>
<li>From the New Math to the ''Agenda for Action'' by [[James Fey|James T. Fey]] and [[Anna Graeber|Anna O. Graeber]]</li>
<li>The New Math and Its Aftermath, Grades K-8 by [[Joseph Payne|Joseph N. Payne]]</li>
<li>Mathematics Curriculum Reform: A Personal View by [[Arthur Coxford|Arthur F. Coxford]]</li>
<li>Changing School Mathematics by [[Robert Davis|Robert B. Davis]]</li>
<li>A History of the Teaching of Modeling by [[Henry Pollak|Henry O. Pollak]]</li>
<li>A Personal History of the UCSMP Secondary School Curriculum, 1960-1999 by [[Zalman Usiskin]]</li>
<li>Perspective on the Recent History of the National Council of Teachers of Mathematics by [[James Gates|James D. Gates]]</li>
<li>From Consensus to Controversy: The Story of the NCTM ''Standards'' by [[Douglas McLeod|Douglas B. McLeod]]</li>
<li>My Perspective on the NCTM ''Standards'' by [[Mary Lindquist|Mary Montgomery Lindquist]]</li>
<li>The Canadian Mathematics Curriculum From the New Math to the NCTM ''Standards'' by [[Thomas O'Shea]]</li>
</ol>

=== Volume 2 ===

Federal and State Governments

<ol start="22">
<li>The Changing Roles and Priorities of the Federal Government in Mathematics Education in the United States by [[Glenda Lappan]] and [[Jeffrey Wanko|Jeffrey J. Wanko]]</li>
<li>The Role of State Government in the Custody Battle Over Mathematics Education by [[Vena Long|Vena M. Long]]</li>
</ol>

Instructional Materials

<ol start="24">
<li>Mathematics Textbook Adoption in the United States by [[Cathy Seeley|Cathy L. Seeley]]</li>
<li>A History of Nontextbook Materials by [[Dale Seymour]] and [[Patricia Davidson|Patricia S. Davidson]]</li>
<li>The Emergence of Technology in Mathematics Education by [[Brendan Kelly]]</li>
</ol>

Students and Teachers

<ol start="27">
<li>The Mathematics Education Community's Response to a Diverse and Changing Student Population by [[Joanne Rossi Becker]] and [[Teri Perl]]</li>
<li>Inescapable Voices: Listening to the Possible in School Mathematics Reform by [[Iris Carl|Iris M. Carl]]</li>
<li>The Canadian Student Population by [[Cathrine Le Maistre]]</li>
<li>The Education of Mathematics Teachers After World War II: Goals, Programs, and Practices by [[Joan Ferrini-Mundy]] and [[Karen Graham|Karen J. Graham]]</li>
</ol>

Assessment

<ol start="31">
<li>A Century of Standardized Mathematics Testing by [[George Madaus]], [[Marguerite Clark]], and [[Michael O'Leary]]</li>
<li>Large-Scale Assessments: National and International by [[John Dossey|John A. Dossey]]</li>
</ol>

International Connections and Perspectives

<ol start="33">
<li>International Connections in Mathematics Education by [[David Robitaille|David F. Robitaille]] and [[Kenneth Travers|Kenneth J. Travers]]</li>
<li>An Outsider's View of North American School Mathematics Trends by [[Ken Clements|McKenzie A. (Ken) Clements]]</li>
<li>Assessment in the United States and Canada: An Outsider's Perspective by [[Max Stephens]]</li>
</ol>

Communities of Mathematics Education Researchers

<ol start="36">
<li>From Amateur to Professional: The Emergence and Maturation of the U.S. Mathematics Education Research Community by [[Frank Lester|Frank K. Lester, Jr.]] and [[Diana Lambdin|Diana V. Lambdin]]</li>
<li>The Twentieth-Centry Emergence of the Canadian Mathematics Education Research Community by [[Carolyn Kieran]]</li>
</ol>

Epilogue

<ol start="38">
<li>A Life in Mathematics Education by [[James Wilson|James W. Wilson]]</li>
</ol>

== External Links ==

* [https://www.nctm.org/Store/Products/A-History-of-School-Mathematics-(Two-Volume-Set)/ A History of School Mathematics (Two-Volume Set) at the NCTM Store]

== Cite ==
=== APA 7 ===

[[George Stanic|Stanic, G. M. A.]], & [[Jeremy Kilpatrick|Kilpatrick, J.]] (Eds.). (2003). ''A history of school mathematics''. National Council of Teachers of Mathematics.
[[Category:Edited Books]]
{{DEFAULTSORT:History_of_School_Mathematics_(NCTM_book)}}

A History of School Mathematics (NCTM book)

2021-07-01T17:07:36Z

Raymond Johnson: Create page with contents and cite

''A History of School Mathematics'' is a 2-volume, 1807-page set of books published by the [[National Council of Teachers of Mathematics]] in 2003.

== Contents ==

=== Volume 1 ===

Preface

Prologue

<ol start="1">
<li>Bearing Witness: On the Nature and Purpose of History by William J. Reese</li>
</ol>

Mathematics Education in the Nineteenth Century

<ol start="2">
<li>Numeracy in Nineteenth-Century America by Patricia Cline Cohen</li>
<li>Pedagogy in Text: An Analysis of Mathematics Texts From the Nineteenth Century</li>
</ol>

Emerging Communities

<ol start="4">
<li>Historical Contours of the American Mathematical Research Community by Karen Hunger Parshall</li>
<li>The Emergence of a Profession: Mathematics Education in the United States, 1890-1920 by Eileen F. Donoghue</li>
<li>The Mathematics Education Community in Canada Outside Quebec Before the New Math Era by Sol E. Sigurdson, Tom E. Kieren, Yvonne Pothier, and Geoffrey Roulet</li>
<li>Enseigner Les Mathématiques au Québec: L'émergence D'une Spécialité / Mathematics Education as a Professional Field in Quebec: The Historical Roots by Paul Lavoie</li>
</ol>

Academic and Vocational Mathematics in the High School

<ol start="8">
<li>Algebra and Geometry Textbooks in Twentieth-Century America by Eileen F. Donoghue</li>
<li>The Ascendance of Practical and Vocational Mathematics, 1893-1945: Academic Mathematics Under Siege by Herbert M. Kliebard and Barry M. Franklin</li>
<li>Mathematics Enrollments and the Development of the High School in the United States, 1910-1994 by David L. Angus and Jeffrey E. Mirel</li>
</ol>

School Mathematics From World War II to the End of the Twentieth Century

<ol start="11">
<li>A Time of Uncertainty and Change: School Mathematics From World War II Until the New Math by Alan W. Garrett and O. L. Davis, Jr.</li>
<li>From the New Math to the ''Agenda for Action'' by James T. Fey and Anna O. Graeber</li>
<li>The New Math and Its Aftermath, Grades K-8 by Joseph N. Payne</li>
<li>Mathematics Curriculum Reform: A Personal View by Arthur F. Coxford</li>
<li>Changing School Mathematics by Robert B. Davis</li>
<li>A History of the Teaching of Modeling by Henry O. Pollak</li>
<li>A Personal History of the UCSMP Secondary School Curriculum, 1960-1999 by Zalman Usiskin</li>
<li>Perspective on the Recent History of the National Council of Teachers of Mathematics by James D. Gates</li>
<li>From Consensus to Controversy: The Story of the NCTM ''Standards'' by Douglas B. McLeod</li>
<li>My Perspective on the NCTM ''Standards'' by Mary Montgomery Lindquist</li>
<li>The Canadian Mathematics Curriculum From the New Math to the NCTM ''Standards'' by Thomas O'Shea</li>
</ol>

=== Volume 2 ===

Federal and State Governments

<ol start="22">
<li>The Changing Roles and Priorities of the Federal Government in Mathematics Education in the United States by Glenda Lappan and Jeffrey J. Wanko</li>
<li>The Role of State Government in the Custody Battle Over Mathematics Education by Vena M. Long</li>
</ol>

Instructional Materials

<ol start="24">
<li>Mathematics Textbook Adoption in the United States by Cathy L. Seeley</li>
<li>A History of Nontextbook Materials by Dale Seymour and Patricia S. Davidson</li>
<li>The Emergence of Technology in Mathematics Education by Brendan Kelly</li>
</ol>

Students and Teachers

<ol start="27">
<li>The Mathematics Education Community's Response to a Diverse and Changing Student Population by Joanne Rossi Becker and Teri Perl</li>
<li>Inescapable Voices: Listening to the Possible in School Mathematics Reform by Iris M. Carl</li>
<li>The Canadian Student Population by Cathrine Le Maistre</li>
<li>The Education of Mathematics Teachers After World War II: Goals, Programs, and Practices</li>
</ol>

Assessment

<ol start="31">
<li>A Century of Standardized Mathematics Testing by George Madaus, Marguerite Clark, and Michael O'Leary</li>
<li>Large-Scale Assessments: National and International by John A. Dossey</li>
</ol>

International Connections and Perspectives

<ol start="33">
<li>International Connections in Mathematics Education by David F. Robitaille and Kenneth J. Travers</li>
<li>An Outsider's View of North American School Mathematics Trends by McKenzie A. (Ken) Clements</li>
<li>Assessment in the United States and Canada: An Outsider's Perspective by Max Stephens</li>
</ol>

Communities of Mathematics Education Researchers

<ol start="36">
<li>From Amateur to Professional: The Emergence and Maturation of the U.S. Mathematics Education Research Community by Frank K. Lester, Jr. and Diana V. Lambdin</li>
<li>The Twentieth-Centry Emergence of the Canadian Mathematics Education Research Community by Carolyn Kieran</li>
</ol>

Epilogue

<ol start="38">
<li>A Life in Mathematics Education by James W. Wilson</li>
</ol>

== Cite ==
=== APA 7 ===

Stanic, G. M. A., & Kilpatrick, J. (Eds.). (2003). ''A history of school mathematics''. National Council of Teachers of Mathematics.

Teaching Math Teaching Podcast

2021-06-29T20:45:49Z

Raymond Johnson: Changed Mandy to Amanda

The Teaching Math Teaching Podcast (https://www.teachingmathteachingpodcast.com/) is a podcast by the [[Association for Mathematics Teacher Educators]] hosted by [[Joel Amidon]], [[Dusty Jones]], and [[Eva Thanheiser]].

== Episodes ==

===Season 1===

{| class="wikitable sortable" style="width:100%;"
|-
! style="width:10%;"|Episode
! style="width:70%;"|Guest/Episode Title
! style="width:15%;"|Release date
! style="width:5%;"|Source
|-
!1
|[[Bob Glasgow]]: Lone Mathematics Educator in a Math Department
|February 3, 2020
|[https://www.teachingmathteachingpodcast.com/1 Link]
|-
!2
|[[Keith Leatham]]: Mentoring PhD Students and Early Career Faculty
|February 20, 2020
|[https://www.teachingmathteachingpodcast.com/2 Link]
|-
!3
|[[Brian Buckhalter]] and [[Candies Cook]]: Becoming a Math Coach in a School District
|February 27, 2020
|[https://www.teachingmathteachingpodcast.com/3 Link]
|-
!4
|[[Courtney Koestler]] & [[Matthew Felton-Koestler]]: How to run math summer camps for kids
|March 22, 2020
|[https://www.teachingmathteachingpodcast.com/4 Link]
|-
!5
|Rapidly Moving Instruction Online
|March 25, 2020
|[https://www.teachingmathteachingpodcast.com/5 Link]
|-
!6
|Rapidly Moving Instruction Online - Part 2
|April 1, 2020
|[https://www.teachingmathteachingpodcast.com/6 Link]
|-
!7
|[[Toya Frank]]: Examining the Trajectories of Black Mathematics Teachers
|April 8, 2020
|[https://www.teachingmathteachingpodcast.com/7 Link]
|-
!8
|[[Abi Leaf]] & [[Brian Lawler]]: Mutually Beneficial Collaborations between Mathematics Content Specialist and University Educator
|April 15, 2020
|[https://www.teachingmathteachingpodcast.com/8 Link]
|-
!9
|[[Amanda Jansen]]: Rough Draft Math in Regular and Online Classrooms
|April 16, 2020
|[https://www.teachingmathteachingpodcast.com/9 Link]
|-
!10
|[[Zandra de Araujo]]: Equity in Synchronous Online Teaching
|April 19, 2020
|[https://www.teachingmathteachingpodcast.com/10 Link]
|-
!11
|[[Jen Wolfe]]: Teaching Math Teachers during Covid-19
|April 28, 2020
|[https://www.teachingmathteachingpodcast.com/11 Link]
|-
!12
|[[Patti Voelker]]: Teaching Math to Students with Dyslexia in Regular and Online Environments
|May 3, 2020
|[https://www.teachingmathteachingpodcast.com/12 Link]
|-
!13
|[[Lydia Klespis]]: Coaching Elementary Teachers during COVID-19
|May 20, 2020
|[https://www.teachingmathteachingpodcast.com/13 Link]
|-
!Bonus
|BONUS: Announcing TMT Podcast Summer Book Club
|May 27, 2020
|[https://www.teachingmathteachingpodcast.com/sbc2020 Link]
|-
!14
|[[Jackie Murawska]]: STEM Coaching - Resources & Professional Networks
|June 18, 2020
|[https://www.teachingmathteachingpodcast.com/14 Link]
|-
!16
|[[Don Berg]]: Deeper Learning
|June 18, 2020
|[https://www.teachingmathteachingpodcast.com/16 Link]
|-
!15
|[[Amanda Jansen]]: Summer Book Club - Rough Draft Math
|June 25, 2020
|[https://www.teachingmathteachingpodcast.com/15 Link]
|}

[[Category:Podcasts]]

Elizabeth Fennema

2021-06-26T23:47:14Z

Raymond Johnson: Added long list of publications from NCTM award application

Elizabeth Hammer Fennema is professor emerita of mathematics education at the University of Wisconsin-Madison and is a 2021 recipient of NCTM's Lifetime Achievement Award.

== Selected Publications ==

=== Books ===
Carpenter, T. P., Fennema, E., Franke, M. L., Empson, S. B., & Levi, L. (1999). ''Children’s mathematics: Cognitively guided instruction''. Heinemann and NCTM.

Fennema, E. (Ed.) & Romberg, T. A. (Ed.). (1999). ''Mathematics classrooms that promote understanding''. Lawrence Erlbaum Associates, Inc.

Fennema, E. & Nelson, B. S. (Eds.) (1997). ''Mathematics teachers in transition''. Lawrence Erlbaum Associates.

Hiebert, J., Carpenter, T., Fennema, E., Fuson, K. C., Wearne, D., Murray, H., Olivier, A., & Human, P. (1997). ''Making sense: Teaching and learning mathematics with understanding''. Heinemann.

Secada, W. G., Fennema, E., & Adajian, L. B. (Eds.) (1995). ''New directions for equity in mathematics education''. Cambridge University Press and NCTM.

Carpenter, T. P., Fennema, E., & Romberg, T. A. (Eds.) (1993). ''Rational numbers: An integration of research''. Lawrence Erlbaum Associates.

Romberg, T. A., Fennema, E., & Carpenter, T. P. (Eds.). (1993). ''Integrating research on the graphical representation of functions''. Lawrence Erlbaum Associates.

Fennema, E., Carpenter, T. P., & Lamon, S. (Eds.) (1991). ''Integrating research on teaching and learning mathematics''. State University of New York Press.

Fennema, E. (Ed.) & Leder, G. C. (Ed.). (1990). ''Mathematics and gender''. Teachers College Press.

Fennema, E. (Ed.) (1981). ''Mathematics education research: Implications for the 80’s''. ASCD and NCTM.

=== Book Chapters ===
Carpenter, T. P., Fennema, E., Fuson, K., Hiebert, J., Human, P., Murray, H., Olivier, A., & Wearne, D. (1999). Learning basic number concepts and skills as problem solving. In E. Fennema & T. A. Romberg (Eds.), ''Mathematics classrooms that promote understanding'', pp. 45-61. Lawrence Erlbaum Associates.

Franke, M., Fennema, E., & Carpenter, T. (1997). Changing teachers: Interactions between beliefs and classroom practice. In E. Fennema & B. S. Nelson (Eds.), ''Mathematics teachers in transition''. Lawrence Erlbaum Associates.

Carey, D. A., Fennema, E., Carpenter, T. P., & Franke, M. L. (1995). Equity and mathematics education. In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), ''New directions for equity in mathematics education'' (pp. 93-125). Cambridge University Press and NCTM.

Fennema, E. (1996). Mathematics, gender, and research. In G. Hanna (Ed.), ''Towards gender equity in mathematics education''. New ICMI Study Series, vol 3. Springer. https://doi.org/10.1007/0-306-47205-8_2

Romberg, T. A., Carpenter, T. P., Fennema, E. (1993). Toward a common research perspective. In T. A. Romberg, E. Fennema, & T. P. Carpenter (Eds.), ''Integrating research on the graphical representation of functions'', pp. 1-9. Lawrence Erlbaum Associates.

Fennema, E., & Franke, M. L. (1992). Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), ''[[Handbook of Research on Mathematics Teaching and Learning|Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics]]'' (pp. 147-164). Macmillan Publishing Co, Inc.

Carpenter, T. P. & Fennema, E. (1991). Research and cognitively guided instruction. In E. Fennema, T. P. Carpenter, & S. Lamon (Eds.), ''Integrating research on teaching and learning mathematics'' (pp. 1-16). State University of New York Press.

Fennema, E. (1989). The study of affect and mathematics: A proposed generic model for research. In D. B. McLeod & V. M. Adams (Eds.), ''Affect and mathematical problem solving''. Springer. https://doi.org/10.1007/978-1-4612-3614-6_14

Fennema, E. (1975). Mathematics, spatial ability and the sexes. In E. Fennema (Ed.), ''Mathematics: What research says about sex differences''. Columbus, Ohio: ERIC Science, Mathematics and Environmental Education Clearinghouse in cooperation with Center for Science and Mathematics Education.

=== Journal Articles ===
Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). [[Franke, Carpenter, Levi, & Fennema (2001)|Capturing teachers’ generative change: A follow-up study of professional development in mathematics]]. ''[[American Educational Research Journal]], 38''(3), 653-689. https://doi.org/10.3102/00028312038003653

Carpenter, T. P., Franke, M. L., Jacobs, V. R., Fennema, E., & Empson, S. (1998). A longitudinal study of invention and understanding in children’s multidigit addition and subtraction. ''[[Journal for Research in Mathematics Education]], 29''(1), 3-20. https://doi.org/10.2307/749715

Fennema, E. (1998). What affirmative action has contributed to educational research. ''[[Educational Researcher]], 27''(9), 5-6. https://doi.org/10.3102/0013189X027009005

Fennema, E. & Carpenter, T. P. (1998). New perspectives on gender differences in mathematics: An introduction. ''[[Educational Researcher]], 27''(5), 4-5. https://doi.org/10.3102/0013189X027005004

Fennema, E., Carpenter, T. P., & Jacobs, V. R. (1998). New perspectives on gender differences in mathematics: A reprise. ''[[Educational Researcher]], 27''(5), 19-21. https://doi.org/10.3102/0013189X027005019

Fennema, E., Carpenter, T. P., Jacobs, V. R., Franke, M. L., & Levi, L. W. (1998). A longitudinal study of gender differences in young children’s mathematical thinking. ''[[Educational Researcher]], 27''(5), 6-11. https://doi.org/10.3102%2F0013189X027005006

Franke, M. L., Carpenter, T., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding teachers’ self-sustaining, generative change in the context of professional development. ''[[Teaching and Teacher Education]], 14''(1), 67-80. https://doi.org/10.1016/S0742-051X(97)00061-9

Fuson, K. C., Wearne, D., Hiebert, J. C., Murray, H. G., Human, P. G., Olivier, A. I., Carpenter, T. P., & Fennema, E. (1997). Children’s conceptual structures for multidigit numbers and methods of multidigit addition and subtraction. ''[[Journal for Research in Mathematics Education]], 28''(2), 130-162. https://doi.org/10.2307/749759

Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1997). Making mathematics problematic: A rejoinder to Prawat and Smith. ''[[Educational Researcher]], 26''(2), 24-26. https://doi.org/10.3102/0013189X026002024

Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., Empson, S. B. (1996). [[Fennema, Carpenter, Franke, Levi, Jacobs, & Empson (1996)|A longitudinal study of learning to use children’s thinking in mathematics instruction]]. ''[[Journal for Research in Mathematics Education]], 27''(4), 403-434. https://doi.org/10.2307/749875

Carpenter, T. P., Fennema, E., & Franke, M. L. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. ''[[The Elementary School Journal]], 97''(1). https://doi.org/10.1086/461846

Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. ''[[Educational Researcher]], 25''(4) 12-21. https://doi.org/10.3102%2F0013189X025004012

Tartre, L. A. & Fennema, E. (1995). Mathematics achievement and gender: A longitudinal study of selected cognitive and affective variables. ''Educational Studies in Mathematics, 28'', 199-217. https://doi.org/10.1007/BF01274173

Fennema, E. & Hart, L. E. (1994). Gender and the JRME. ''[[Journal for Research in Mathematics Education]], 25''(6), 648-659. https://doi.org/10.2307/749577

Frost, L. A., Hyde, J. S., & Fennema, E. (1994). Gender, mathematics performance, and mathematics-related attitudes and affect: A meta-analytic synthesis. ''[[International Journal of Educational Research]], 21''(4), 373-385. https://doi.org/10.1016/S0883-0355(06)80026-1

Carpenter, T. P., Ansell, E., Franke, M. L., Fennema, E., & Weisbeck, L. (1993). Models of problem-solving: A study of kindergarten children’s problem-solving processes. ''[[Journal for Research in Mathematics Education]], 24''(5), 428-441. https://doi.org/10.2307/749152

Fennema, E., Franke, M. L., Carpenter, T. P., & Carey, D. A. (1993). Using children’s mathematical knowledge in instruction. ''[[American Educational Research Journal]], 30''(3), 555-583. https://doi.org/10.3102%2F00028312030003555

Carpenter, T. P. & Fennema, E. (1992). Cognitively guided instruction: Building on the knowledge of students and teachers. ''[[International Journal of Educational Research]], 17''(5), 457-470. https://doi.org/10.1016/S0883-0355(05)80005-9

Fennema, E., Peterson, P. L., Carpenter, T. P., & Lubinski, C. A. (1990). Teachers’ attributions and beliefs about girls, boys, and mathematics. ''[[Educational Studies in Mathematics]], 21'', 55-69. https://doi.org/10.1007/BF00311015

Hyde, J. S., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance: A meta-analysis. ''[[Psychological Bulletin]], 107''(2), 139-155. https://psycnet.apa.org/doi/10.1037/0033-2909.107.2.139

Hyde, J. S., Fennema, E., Ryan, M., Frost, L. A., & Hopp, C. (1990). Gender comparisons of mathematics attitudes and affect: A meta-analysis. ''[[Psychology of Women Quarterly]], 14''(3), 299-324. https://doi.org/10.1111%2Fj.1471-6402.1990.tb00022.x

Peterson, P. L., Carpenter, T., & Fennema, E. (1989). Teachers’ knowledge of students’ knowledge in mathematics problem solving: Correlational and case analyses. ''[[Journal of Educational Psychology]], 81''(4), 558-569. https://psycnet.apa.org/doi/10.1037/0022-0663.81.4.558

Carpenter, T. P., Fennema, E., Peterson, P. L., & Carey, D. A. (1988). Teachers’ pedagogical content knowledge of students’ problem solving in elementary arithmetic. ''[[Journal for Research in Mathematics Education]], 19''(5), 385-401. https://doi.org/10.2307/749173

Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C-P., & Loef, M. (1989). [[Carpenter, Fennema, Peterson, Chiang, & Loef (1989)|Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study]]. ''[[American Educational Research Journal]], 26''(4), 499-531. https://doi.org/10.3102%2F00028312026004499

Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). [[Peterson, Fennema, Carpenter, & Loef (1989)|Teachers' pedagogical content beliefs in mathematics]]. ''[[Cognition and Instruction]], 6''(1). https://doi.org/10.1207/s1532690xci0601_1

Fennema, E. & Peterson, P. L. (1986). Teacher-student interactions and sex-related differences in learning mathematics. ''[[Teaching and Teacher Education]], 2''(1), 19-42. https://doi.org/10.1016/0742-051X(86)90003-X

Fennema, E. (1985). Explaining sex-related differences in mathematics: Theoretical models. ''[[Educational Studies in Mathematics]], 16'', 303. https://doi.org/10.1007/BF00776735

Fennema, E. & Peterson, P. L. (1985). Autonomous learning behavior: A possible explanation of sex-related differences in mathematics. ''[[Educational Studies in Mathematics]], 16'', 309-311. https://doi.org/10.1007/BF00776738

Fennema, E. & Tartre, L. A. (1985). The use of spatial visualization in mathematics by girls and boys. ''[[Journal for Research in Mathematics Education]], 16''(3), 184-206. https://doi.org/10.2307/748393

Peterson, P. L. & Fennema, E. (1985). Effective teaching, student engagement in classroom activities, and sex-related differences in learning mathematics. ''[[American Educational Research Journal]], 22''(3), 309-325. https://doi.org/10.3102%2F00028312022003309

Fennema, E. & Carpenter, T. P. (1981). Sex-related differences in mathematics: Results from national assessment. ''[[Mathematics Teacher|The Mathematics Teacher]], 74''(7), 554-559. https://doi.org/10.5951/MT.74.7.0554

Fennema, E. (1981). Women and mathematics: Does research matter? ''[[Journal for Research in Mathematics Education]], 12''(5), 380-385. https://doi.org/10.2307/748838

Fennema, E., Wolleat, P. L., Pedro, J. D., & Becker, A. D. (1981). Increasing women’s participation in mathematics: An intervention study. ''[[Journal for Research in Mathematics Education]], 12''(1), 3-14. https://doi.org/10.2307/748654

Pedro, J. D., Wolleat, P., Fennema, E., & Becker, A. D. (1981). Election of high school mathematics by females and males: Attributions and attitudes. ''[[American Educational Research Journal]], 18''(2), 207-218. https://doi.org/10.3102/00028312018002207

Wolleat, P. L., Pedro, J. D., Becker, A. D., Fennema, E. (1980). Sex differences in high school students causal attributions of performance in mathematics. ''[[Journal for Research in Mathematics Education]], 11''(5), 356-366. https://doi.org/10.2307/748626

Fennema, E. (1979). Women and girls in mathematics--equity in mathematics education. ''[[Educational Studies in Mathematics]], 10'', 389-401. https://doi.org/10.1007/BF00417086

Fennema, E. H. & Sherman, J. A. (1978). Sex-related differences in mathematics achievement and related factors: A further study. ''[[Journal for Research in Mathematics Education]], 9''(3), 189-203. https://doi.org/10.2307/748997

Sherman, J. A. & Fennema, E. (1978). Distribution of spatial visualization and mathematical problem solving scores: A test of Stafford’s x-linked hypotheses. ''[[Psychology of Women Quarterly]], 3''(2), 157-167. https://doi.org/10.1111/j.1471-6402.1978.tb00531.x

Fennema, E. & Sherman, J. A. (1977). Sexual stereotyping and mathematics learning. ''[[The Arithmetic Teacher]], 24''(5), 369-372. https://doi.org/10.5951/AT.24.5.0369

Fennema, E. & Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization, and affective factors. ''[[American Educational Research Journal]], 14''(1), 51-71. https://doi.org/10.3102/00028312014001051

Sherman, J. & Fennema, E. (1977). The study of mathematics by high school girls and boys: Related variables. ''[[American Educational Research Journal]], 14''(2), 159-168. https://doi.org/10.3102/00028312014002159

Fennema, E. & Sherman, J. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes towards the learning of mathematics by females and males. ''[[Journal for Research in Mathematics Education]], 7''(5), 324-326. https://doi.org/10.2307/748467

Fennema, E. & Sherman. (1976). J. Fennema-Sherman mathematics attitudes scales. ''[[JSAS Catalog of Selected Documents in Psychology]], 6''(1), 31.

Fennema, E. (1974). Mathematics learning and the sexes: A review. ''[[Journal for Research in Mathematics Education]]'', ''5''(3), 126-139. https://doi.org/10.2307/748949

Fennema, E. (1974). Sex differences in mathematics-learning: Why??? ''[[The Elementary School Journal]], 75''(3), 183-190. https://doi.org/10.1086/460891

Fennema, E. H. (1972). Models and mathematics. ''[[The Arithmetic Teacher]], 19''(8), 635-640. https://doi.org/10.5951/AT.19.8.0635

Fennema, E. H. (1972). The relative effectiveness of a symbolic and a concrete model in learning a selected mathematical principle. ''[[Journal for Research in Mathematics Education]], 3''(4), 233-238. https://doi.org/10.2307/748490

=== Theses ===
Fennema, E. H. (1969). ''A study of the relative effectiveness of meaningful concrete and a meaningful symbolic model in learning a selected mathematical principle''. [Unpublished doctoral dissertation, University of Wisconsin].

=== Other ===
Fennema, E. (2000). Gender and mathematics: What is known and what do I wish was known? Talk prepared for the Fifth Annual Forum of the National Institute for Science Education, May 22-23, 2000, Detroit, MI.
[[Category:People|Fennema, Elizabeth]]