Difference between revisions of "Margaret Smith"
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== Publications == | == Publications == | ||
[[Karen Marrongelle|Marrongelle, K.]], [[Paola Sztajn|Sztajn, P.]], & [[Margaret Smith|Smith, M.]] (2013). [[Marrongelle, Sztajn, & Smith (2013)|Scaling up professional development in an era of common state standards]]. ''[[Journal of Teacher Education]]'', 64(3), 202–211. doi:10.1177/0022487112473838 | |||
[[Melissa Boston|Boston, M. D.]], & [[Margaret Smith|Smith, M. S.]] (2011). [[Boston & Smith (2011)|A "task-centric approach" to professional development: Enhancing and sustaining mathematics teachers' ability to implement cognitively challenging mathematical tasks]]. ''[[ZDM]]'', 43(6-7), 965–977. doi:10.1007/s11858-011-0353-2 | |||
[[Mary Kay Stein|Stein, M. K.]], [[Jennifer Russell|Russell, J.]], & [[Margaret Smith|Smith, M. S.]] (2011). [[Stein, Russell, & Smith (2011)|The role of tools in bridging research and practice in an instructional improvement effort]]. In [[William Tate|W. F. Tate]], [[Karen King|K. D. King]], & [[Celia Anderson|C. R. Anderson]] (Eds.), Disrupting tradition: Research and practice pathways in mathematics education (pp. 33–44). Reston, VA: National Council of Teachers of Mathematics. | [[Mary Kay Stein|Stein, M. K.]], [[Jennifer Russell|Russell, J.]], & [[Margaret Smith|Smith, M. S.]] (2011). [[Stein, Russell, & Smith (2011)|The role of tools in bridging research and practice in an instructional improvement effort]]. In [[William Tate|W. F. Tate]], [[Karen King|K. D. King]], & [[Celia Anderson|C. R. Anderson]] (Eds.), Disrupting tradition: Research and practice pathways in mathematics education (pp. 33–44). Reston, VA: National Council of Teachers of Mathematics. | ||
[[Mary Kay Stein|Stein, M. K.]], & [[Margaret Smith|Smith, M. S.]] (2010). [[Stein & Smith (2010)|The influence of curriculum on students' learning]]. In [[Barbara Reys|B. J. Reys]], [[Robert Reys|R. E. Reys]], & [[Rheta Rubenstein|R. Rubenstein]] (Eds.), [[Mathematics curriculum: Issues, trends, and future directions: Seventy-second yearbook]] (pp. 351–362). Reston, VA: National Council of Teachers of Mathematics. | [[Mary Kay Stein|Stein, M. K.]], & [[Margaret Smith|Smith, M. S.]] (2010). [[Stein & Smith (2010)|The influence of curriculum on students' learning]]. In [[Barbara Reys|B. J. Reys]], [[Robert Reys|R. E. Reys]], & [[Rheta Rubenstein|R. Rubenstein]] (Eds.), [[Mathematics Curriculum: Issues, Trends, and Future Directions (2010 NCTM Yearbook)|Mathematics curriculum: Issues, trends, and future directions: Seventy-second yearbook]] (pp. 351–362). Reston, VA: National Council of Teachers of Mathematics. | ||
[[Melissa Boston|Boston, M. D.]], & [[Margaret Smith|Smith, M. S.]] (2009). [[Boston & Smith (2009)|Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers' classrooms]]. ''[[Journal for Research in Mathematics Education]]'', 40(2), 119–156. | |||
[[Mary Kay Stein|Stein, M. K.]], [[Margaret Smith|Smith, M. S.]], [[Marjorie Henningsen|Henningsen, M. A.]], & [[Edward Silver|Silver, E. A.]] (2009). [[Stein, Smith, Henningsen, & Silver (2009)|Implementing standards-based mathematics instruction: A casebook for professional development]] (2nd ed., p. 182). New York, NY: Teachers College Press. | [[Mary Kay Stein|Stein, M. K.]], [[Margaret Smith|Smith, M. S.]], [[Marjorie Henningsen|Henningsen, M. A.]], & [[Edward Silver|Silver, E. A.]] (2009). [[Stein, Smith, Henningsen, & Silver (2009)|Implementing standards-based mathematics instruction: A casebook for professional development]] (2nd ed., p. 182). New York, NY: Teachers College Press. | ||
Latest revision as of 20:27, 25 June 2021
Publications
Marrongelle, K., Sztajn, P., & Smith, M. (2013). Scaling up professional development in an era of common state standards. Journal of Teacher Education, 64(3), 202–211. doi:10.1177/0022487112473838
Boston, M. D., & Smith, M. S. (2011). A "task-centric approach" to professional development: Enhancing and sustaining mathematics teachers' ability to implement cognitively challenging mathematical tasks. ZDM, 43(6-7), 965–977. doi:10.1007/s11858-011-0353-2
Stein, M. K., Russell, J., & Smith, M. S. (2011). The role of tools in bridging research and practice in an instructional improvement effort. In W. F. Tate, K. D. King, & C. R. Anderson (Eds.), Disrupting tradition: Research and practice pathways in mathematics education (pp. 33–44). Reston, VA: National Council of Teachers of Mathematics.
Stein, M. K., & Smith, M. S. (2010). The influence of curriculum on students' learning. In B. J. Reys, R. E. Reys, & R. Rubenstein (Eds.), Mathematics curriculum: Issues, trends, and future directions: Seventy-second yearbook (pp. 351–362). Reston, VA: National Council of Teachers of Mathematics.
Boston, M. D., & Smith, M. S. (2009). Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers' classrooms. Journal for Research in Mathematics Education, 40(2), 119–156.
Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2009). Implementing standards-based mathematics instruction: A casebook for professional development (2nd ed., p. 182). New York, NY: Teachers College Press.
Stein, M. K., Remillard, J. T., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319–369). Charlotte, NC: Information Age.