LEADER 05211nam 2200649 450 001 9910820778103321 005 20240126100902.0 010 $a1-4833-5179-3 010 $a1-4522-0874-3 035 $a(CKB)3710000000456512 035 $a(EBL)1480645 035 $a(OCoLC)922907264 035 $a(SSID)ssj0001530973 035 $a(PQKBManifestationID)12494350 035 $a(PQKBTitleCode)TC0001530973 035 $a(PQKBWorkID)11531510 035 $a(PQKB)11072712 035 $a(MiAaPQ)EBC1993363 035 $a(EXLCZ)993710000000456512 100 $a20150814h20062006 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMathematics curriculum topic study $ebridging the gap between standards and practice /$fPage Keeley, Cheryl M. Rose ; foreword by Joan Ferrini-Mundy 210 1$aThousand Oaks, California :$cCorwin Press, a SAGE Publications Company,$d2006. 210 4$dİ2006 215 $a1 online resource (256 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-2644-0 311 $a1-4129-2643-2 320 $aIncludes biliographical references and index. 327 $a""Cover""; ""Contents""; ""List of Curriculum Topic Study Guides""; ""Foreword""; ""Preface""; ""Overview""; ""Need""; ""Audience""; ""Organization""; ""How to Use This Book""; ""Acknowledgments""; ""About the Authors""; ""Chapter 1 - Introduction to Curriculum Topic Study""; ""What is Curriculum Topic Study?""; ""Why Study a Curriculum Topic?""; ""Why Focus on Topics?""; ""The Underlying Knowledge and Research Base""; ""The Origin of Curriculum Topic Study: From Science to Mathematics""; ""National, State, and Local Standards""; ""Cognitive Research""; ""Effective Professional Development"" 327 $a""Research on Readersa??? Interaction with Text""""Mathematics Teachers and Teaching""; ""Content Knowledge""; ""Pedagogical Content Knowledge""; ""Beliefs about Teaching and Learning""; ""Having a Professional Knowledge Base""; ""The Teacher Professional Continuum""; ""Chapter 2 - Examining the Components of a Curriculum Topic Study Guide""; ""The CTS Guide""; ""Sections and Outcomes""; ""Selected Readings""; ""CTS Supplementary Material""; ""Common Resources for Study and Reflection""; ""Building a Professional Collection: Experts at Your Fingertips!"" 327 $a""Descriptions of the Common Resources Used in CTS""""Chapter 3 - Engaging in Curriculum Topic Study""; ""Getting Started""; ""Gathering Your Resources""; ""Becoming Familiar with the CTS Guides and Resources""; ""Defining Your Purpose and Choosing Your Outcomes""; ""Processing Information from CTS Sections""; ""Activation and Processing Strategies""; ""Reading the CTS Sections""; ""Guiding Questions for Individual Sections of a CTS Guide""; ""The CTS Learning Cycle: Inquiry, Study, and Reflection""; ""Topic Engagement""; ""Topic Elicitation""; ""Topic Exploration""; ""Topic Development"" 327 $a""Topic Synthesis""""Topic Application""; ""Study Reflection and Self-Assessment""; ""Using CTS Alone or with a Group""; ""Using CTS on Your Own""; ""Group Use of CTS""; ""Chapter 4 - Contexts for Using Curriculum Topic Study""; ""CTS and Mathematics Content Knowledge""; ""Using CTS to Identify the Knowledge Needed to Teach a Topic""; ""Using CTS to Examine the Structure of Conceptual Knowledge in a Topic""; ""CTS and Curriculum""; ""Curriculum Selection""; ""Supporting Curriculum Implementation""; ""CTS and Instruction""; ""Reviewing and Modifying Lessons"" 327 $a""Developing a Standards- and Research-Based Lesson""""CTS and Mathematical Inquiry""; ""Time for Using CTS in Instructional Planning""; ""CTS and Assessment""; ""Designing Assessment Probes""; ""Developing Culminating Performances""; ""CTS and Preservice and Novice Teacher Support""; ""CTS and Leadership Development""; ""CTS and Professional Development""; ""Embedding CTS in a Variety of Professional Development Strategies""; ""Facilitating Professional Development""; ""Chapter 5 - Images from Practice: Curriculum Topic Study (CTS) Vignettes"" 327 $a""Vignette 1: A Team of Primary Teachers Uses CTS to Clarify District Curriculum Goals for Addition and Subtraction Concepts"" 330 $aThe Curriculum Topic Study (CTS) process provides a professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment. 606 $aMathematics$xStudy and teaching$xCurricula$zUnited States 606 $aMathematics teachers$xTraining of$zUnited States 606 $aTeacher participation in curriculum planning$zUnited States 615 0$aMathematics$xStudy and teaching$xCurricula 615 0$aMathematics teachers$xTraining of 615 0$aTeacher participation in curriculum planning 676 $a510.71/073 700 $aKeeley$b Page$01633230 702 $aRose$b Cheryl M. 702 $aFerrini-Mundy$b Joan$f1954- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910820778103321 996 $aMathematics curriculum topic study$93997678 997 $aUNINA