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Leader's Guide to Mathematics Curriculum Topic Study, A

  • Title:Leader's Guide to Mathematics Curriculum Topic Study, A
  • Author:Page Keeley, Susan Mundry, Cheryl Rose Tobey, Catherine Carroll
  • Publication Date:May 2012
  • Grade Level:K-12
  • ISBN:9781412992602
  • Publisher:Corwin Press

How to link standards and research to mathematics practice

The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, supports teachers in improving practice by connecting standards and research to curriculum, instruction, and assessment. Designed for facilitators, this guide provides a robust set of professional development tools, templates, and designs to strengthen mathematics programs, enhance teachers' content knowledge, identify key concepts and procedures, and improve mathematics instruction.

A companion to Mathematics Curriculum Topic Study, this comprehensive guide features:

  • A solid foundation in the CTS study process that emphasizes how to meaningfully utilize standards and learning research to improve practice
  • A process-driven approach that accommodates the dynamic nature of standards—adapting easily to initiatives such as the Common Core Standards for Mathematics and NCTM Focal Points
  • Introductory sessions that acquaint participants with the CTS process and resources
  • Designs and guidelines for leading common topic studies and creating your own
  • Practical suggestions for applying CTS to content, curriculum, instruction, and formative assessment
  • Examples that illustrate how to embed CTS into ongoing professional development such as collaborative inquiry into examining student thinking or case discussions
  • Programs for half- and full-day workshops, professional learning communities, and individual coaching
  • A CD-ROM with handouts, PowerPoint slides, and reproducibles

Bringing CTS into schools and other professional development settings is a highly effective way for mathematics leaders to improve teaching practices and boost student learning.


Author Bio

Page Keeley is the Senior Science Program Director at the Maine Mathematics and Science Alliance, where she directs projects in the areas of leadership, standards-based curriculum and instruction, formative assessment, professional development design, and instructional coaching. She has directed several major National Science Foundation–funded projects and has authored nine books and several chapters and journal articles. She provides professional development and consultation services to school districts, math-science partnership (MSP) projects, university programs, and math/science organizations throughout the United States; she is also a frequent keynote presenter at national conferences.

Cheryl Rose Tobeyis a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development.

Susan Mundry is currently deputy director of Learning Innovations at WestEd and the associate director of WestEd’s Mathematics, Science, and Technology Program. She directs several national or regional projects focused on improving educational practice and oversees the research and evaluation projects of Learning Innovations. She is codirector of a research study examining the distribution of highly qualified teachers in New York and Maine for the Northeast & Islands Regional Education Laboratory and is the project codirector for the evaluation of the Intel Mathematics Initiative, a professional development program for elementary and middle grades teachers aimed at increasing student outcomes in mathematics. She is also a Principal Investigator for two National Science Foundation projects that are developing products to promote the use of research-based practice in science and mathematics. Since 2000, Mundry has codirected the National Academy for Science and Mathematics Education Leadership, which provides educational leaders with training and technical assistance on professional development design, leading educational change, group facilitation, data analysis and use, and general educational leadership, as well as access to research-based information to improve teaching and learning. Building on this work, she provides technical assistance to several large urban schools districts engaged in enhancing leadership and improving math and science programs.

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