LEADER 02954oam  2200421   450 
001 9910823157103321
005 20191126124511.0
010   $a1-947604-10-4
035   $a(OCoLC)1128844095
035   $a(MiFhGG)GVRL88S4
035   $a(EXLCZ)994100000007756055
100   $a20181013h20192019  uy             0
101 0 $aeng
135   $aurun|---uuuua
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aMaking sense of mathematics for teaching to inform instructional quality /$fMelissa D. Boston, Amber G. Candela, Juli K. Dixon
210  1$aBloomington, Indiana :$cSolution Tree Press,$d[2019]
210  4$d?2019
215   $a1 online resource (x, 163 pages) $cillustrations
225 0 $aGale eBooks
311 0 $a1-947604-09-0 
320   $aIncludes bibliographical references and index.
327   $aFocusing on instructional quality with the IQA mathematics toolkit -- The potential of the task -- Implementation of the task -- Teacher's questions -- Teacher's linking and teacher's press -- Students' linking and students' providing -- Putting it all together: using the IQA to assess and improve instructional practice.
330   $a"In Making Sense of Mathematics for Teaching: Reflecting on Instructional Quality authors Melissa D. Boston, Amber G. Candela, and Juli K. Dixon provide a compelling and illuminating process for focusing on and improving the quality of one's mathematics instruction. With an understanding of the importance of instructional quality to the teaching of mathematics, the authors have focused on building a process that places an emphasis on identifying and improving the aspects of instruction that will have the most impact on students' learning in the mathematics classroom. Recognizing that theory must be supported by concrete evidence, the authors provide numerous strategies and rubrics to assist in implementation and to provide data that will assist in future lesson planning. Furthermore, in the previous books in the Making Sense of Mathematics series, a central premise has been that the reader will learn about the mathematics they are teaching and improve their teaching ability by actually doing the mathematics and that is the case in this book. Readers will rely on the TQE process for guidance as they improve the quality of their instruction, all while building their own understanding and skill with mathematics by actually doing the math they will be teaching"--$cProvided by publisher.
606   $aMathematics$xStudy and teaching
615  0$aMathematics$xStudy and teaching.
676   $a510.71
700   $aBoston$b Melissa$01659648
702   $aCandela$b Amber G.$f1981-
702   $aDixon$b Juli K.
801  0$bMiFhGG
801  1$bMiFhGG
906   $aBOOK
912   $a9910823157103321
996   $aMaking sense of mathematics for teaching to inform instructional quality$94014400
997   $aUNINA