By Cathy L. Seeley
Cathy L. Seeley, former president of the nationwide Council of academics of arithmetic, turns the highlight on administrative leaders who're trying to increase their math courses, supplying an summary of what an efficient application appears like and examples of activities to take to accomplish that aim. Building a Math-Positive Culture addresses the next topics:
- The 3 parts priceless for a winning math program.
- How to acknowledge, aid, and overview powerful teachers.
- Steps to take to maneuver from grand principles to concrete results.
- How to technique hindrances to reaching your goal.
Along with the better half ebook for academics Making feel of Math, this e-book is an important instrument for leaders dealing with the serious activity of revising their math software to increase versatile mathematical thinkers in a position to meet the calls for of the twenty first century.
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Additional resources for Building a Math-Positive Culture: How to Support Great Math Teaching in Your School
Fullan, M. (2007). Leading in a culture of change. San Francisco: Jossey-Bass. Hall, G. , & Hord, S. M. (2014). ). Boston: Allyn & Bacon. BUILDING A MATH-POSITIVE CULTURE 55 References Boaler, J. (2015). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. San Francisco: Jossey-Bass. Burris, C. , Welner, K. , & Bezoza, J. W. (2009). Universal access to a quality education: Research and recommendations for the elimination of curricular stratification.
Teachers may also suggest additional factors to consider as evidence of student learning, such as student portfolios or data that might be unique to a particular school. Task 2 (Teaching and Learning, Assessment): Identify what evidence of student learning you will gather. Organize data to show how all groups within the school are performing across the full scope of the math program, including, if possible, students’ ability to make connections among mathematical topics for solving in-depth or extended problems.
SEELEY Resistance from Teachers Some teachers are reluctant to change their practice or adopt a new approach. It’s hard to blame them; many have seen one program after another come and go over the years. ” The best way to prevent resistance from teachers is to establish a history and culture of well-thought-out program advances accompanied by support and long-term commitment. If a leader inherits teachers who have been through the opposite experience, involving them directly in the planning and implementation process may be the best way to head off resistance.