By Don S. Balka, Ted H. (Henry) Hull, Ruth Harbin Miles
Getting ready the basis --
Understanding and Clarifying management in arithmetic --
Engaging and Empowering employees --
A management version --
Articulating the Curriculum --
Implementing the Curriculum --
Incorporating powerful tutorial techniques --
Providing well timed and detailed suggestions --
Establishing specialist studying groups --
Fostering expert improvement --
Continuing the paintings --
Reflecting on How scholars research arithmetic --
Putting all of it jointly
Read or Download A guide to mathematics leadership : sequencing instructional change PDF
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Additional info for A guide to mathematics leadership : sequencing instructional change
Understanding course criteria and expectations is imperative for adults who work with students. Counselors can serve as advocates for students. For example, they can work to keep students in more rigorous mathematics courses where the students might receive a C grade, rather than taking the easier path of moving students to less demanding courses. In too many cases after students have completed the required number of mathematics credits, they are counseled out of further mathematics even though they are capable.
Team members then organize objectives by clusters of related objectives around mathematical concepts. Skills are attached to objectives that provide an opportunity for application. For instance, recognizing halves and fourths might be combined with lessons on measurement. Students then learn about prime factorization, common factors, common multiples, and finally, how to add and subtract rational numbers. 1. Of course, some objectives will require routine practice throughout the school year. With the scope identified, the team should move on to identifying an appropriate sequence for teaching the content.
Principals and Standards for School Mathematics identifies 10 standards to supply a framework for a well-developed, comprehensive mathematics program. Five of these standards are content: number and operations, algebra, geometry, measurement, and data analysis and probability. The remaining five are process standards: problem solving, reasoning and proof, communication, connections, and representation. Mathematics leaders should use these as a measuring tool to evaluate their curricula. The process standards supply students with access to content, aid retention, and develop conceptual understanding.
A guide to mathematics leadership : sequencing instructional change by Don S. Balka, Ted H. (Henry) Hull, Ruth Harbin Miles
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