A guide to mathematics coaching : processes for increasing by Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles

Posted by

By Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles

Defining arithmetic training --
Bridging from the current to the long run --
Building rapport with academics --
Focusing at the curriculum --
Implementing the curriculum as designed --
Planning and coteaching classes --
Making pupil considering noticeable --
Analyzing and reflecting on classes --
Charting long term growth --
Working in the schooling process --
Sustaining momentum.

Show description

Read Online or Download A guide to mathematics coaching : processes for increasing student achievement PDF

Similar study & teaching books

Learning to Teach Mathematics in the Secondary School: A Companion to School Experience

Studying to coach arithmetic covers a variety of concerns within the instructing of arithmetic. It provides helping actions to the coed to allow them to translate the threory awarded into perform.

Masculinities in mathematics

We desperately desire extra individuals with solid mathematical skills to fill many posts in numerate occupations, but the numbers determining to proceed learning arithmetic have fallen during the last 10 years. This booklet is critical because it investigates how arithmetic is aligned with masculinity and as a result isn't appealing to an important a part of the inhabitants.

Extra resources for A guide to mathematics coaching : processes for increasing student achievement

Example text

The front of the room is the center of attention. Students are expected to listen and learn. Questions tend to be asked by teachers rather than students, and the intent Bridging From the Present to the Future of these questions is for students to provide brief, knowledge-level answers. This style of interaction allows the teacher to control the flow of information. This approach persists as the common instructional style in classrooms. The NRC (2001) has named it “recitation”—a running dialogue of fill-in-the-blank-type discussion.

These concepts develop as students encounter higher levels of mathematics as they progress through grades and courses. Mathematics is not a set of rules and procedures that are memorized and discarded with the introduction of each number system, moving from natural numbers to integers to rational numbers and then to real numbers. , 2003). Students need help making such connections. Teachers assist Bridging From the Present to the Future students to recall prior understandings and then provide opportunities to make sense of new content through self-assessment and reflection (NRC, 1999).

This teacher ultimately refused to attend any “useless” professional development sessions. First, the questions: What should the coach do? Which of the previously listed steps could the coach take in this situation? How can the coach build rapport with a teacher who truthfully says that she does not believe in mathematics coaching? How can the coach establish a positive relationship with a teacher who will be asked to change how she teaches in order to teach in ways congruent with desired teaching practice?

Download PDF sample

Rated 4.10 of 5 – based on 50 votes