Associate Editors Fran Arbaugh, University of Missouri–Columbia, David C. Webb, University of Colorado at Boulder and Murrel Brewer Hoover, WVSTEM Center @ Marshall University The purpose of this book is to document the work of the Show-Me Project (1997–2007) and to highlight lessons learned about curriculum implementation. Although the Show-Me Project was charged with promoting the dissemination and implementation of four distinct comprehensive curriculum programs (Connected Mathematics, Mathematics in Context, MathScape, and MathThematics), most of the lessons learned from this work are not curriculum specific. Rather, they cut across the four programs and share commonalities with standards-based curriculum reform at any level. We believe that documenting these lessons learned will be one of the legacies of the Show-Me Project. We anticipate that the comprehensive nature of this work will attract readers from multiple audiences that include state and district mathematics supervisors, middle grades mathematics teachers and administrators involved in curriculum reform, as well as mathematics teacher educators. Those about to embark on the review of curriculum materials will appreciate reading about the processes employed by other districts. Readers with interests in a particular curriculum program will be able to trace the curriculum-specific chapters to gain insights into how the design of the curricula relate to professional development, adoption and implementation issues, and teachers’ personal experience using the curriculum materials. Individuals who provide professional development at the middle grades level will find chapters that they can use for both general and focused discussions. Teachers at all stages of implementation will recognize their own experiences in reading and reflecting on the stories of teacher change. Mathematics educators will find ideas on how these curricula can be used in the preparation of preservice middle grades teachers.

Helping students develop an understanding of important mathematical ideas is a persistent challenge for teachers. In this book, one of a three-volume set, well-known mathematics educators Margaret Smith, Edward A. Silver, and Mary Kay Stein provide teachers of mathematics the support they need to improve their instruction. They focus on ways to engage upper elementary, middle school, and high school students in thinking, reasoning, and problem solving to build their mathematics understanding and proficiency. The content focus of Volume One is rational numbers and proportionality. Using materials that were developed under the NSF-funded COMET (Cases of Mathematics to Enhance Teaching) program, each volume in the set features cases from urban, middle school classrooms with ethnically, racially, and linguistically diverse student populations. Each case illustrates an instructional episode in the classroom of a teacher who is implementing standards-based instruction, the teachers' perspective, including their thoughts and actions as they interact with students and with key aspects of mathematical content, cognitively challenging mathematics activities that are built around samples of authentic classroom practice., and facilitation chapters to help professional developers "teach" the cases, including specific guidelines for facilitating discussions and suggestions for connecting the ideas presented in the cases to a teacher's own practice. As a complete set, this resource provides a basis on which to build a comprehensive professional development program to improve mathematics instruction and student learning.

Teaching Secondary and Middle School Mathematics combines the latest developments in research, standards, and technology with a vibrant writing style to help teachers prepare for the excitement and challenges of teaching secondary and middle school mathematics today. In the fully revised fifth edition, scholar and mathematics educator Daniel Brahier invites teachers to investigate the nature of the mathematics curriculum and reflect on research-based "best practices" as they define and sharpen their own personal teaching styles. The fifth edition has been updated and expanded with a particular emphasis on the continued impact of the Common Core State Standards for Mathematics and NCTM’s just-released Principles to Actions, as well as increased attention to teaching with technology, classroom management, and differentiated instruction. Features include: A full new Chapter 7 on selection and use of specific tools and technology combined with "Spotlight on Technology" features throughout clearly illustrate the practical aspects of how technology can be used for teaching or professional development. Foundational Chapters 1 and 2 on the practices and principles of mathematics education have been revised to build directly on Common Core State Standards for Mathematics and Principles to Actions, with additional references to both documents throughout all chapters. A new Chapter 4 focuses on the use of standards in writing objectives and organizing lesson plan resources while an updated Chapter 5 details each step of the lesson planning process. A fully revised Chapter 12 provides new information on teaching diverse populations and outlines specific details and suggestions for classroom management for mathematics teachers. Classroom Dialogues" features draws on the author’s 35-year experience as an educator to present real-world teacher-student conversations about specific mathematical problems or ideas "How Would You React?" features prepares future teachers for real-life scenarios by engaging them in common classroom situations and offering tried-and-true solutions. With more than 60 practical, classroom-tested teaching ideas, sample lesson and activities, Teaching Secondary and Middle School Mathematics combines the best of theory and practice to provide clear descriptions of what it takes to be an effective teacher of mathematics.

In response to concerns about teacher retention, especially among teachers in their first to fourth year in the classroom, we offer future teachers a series of brief guides full of practical advice that they can refer to in both their student teaching and in their first years on the job. A Guide to Reflective Practice for New and Experienced Teachers is designed to promote reflective practice in both your teaching and in your students’ learning. It is based on current theory and research on how people learn and how to teach in ways that maximize learning. The diverse strategies included are geared towards the needs of new as well as experienced teachers.

This document is designed to facilitate the state of Wisconsin's Planning Curriculum in Mathematics. Planning Curriculum in Mathematics complements Wisconsin's Model Academic Standards for Mathematics and puts into action the standards in the latter document. It is hoped that these materials will serve as springboards for contemplation by curriculum planners, developers, implementers, and evaluators as they build district programs. This document offers a focus on teaching and learning, inclusion of research, discussion of issues, and practical assistance. This book contains: (1) an extensive compendium of resources; (2) reflects the underlying belief that mathematics must be taught and learned with understanding; and (3) is a policy piece. Chapters include: (1) "We Are All Learners of Mathematics"; (2) "Teaching and Learning Mathematics with Understanding"; (3) "Curriculum, Instruction, and Assessment"; (4) "Designing Professional Development To Promote Understanding"; (5) "Putting the Standards into Action"; (6) "Using Research To Guide Mathematics Program Development"; (7) "Foundations for Consideration in Mathematics Program Development"; (8) "How Does a District Look at Mathematics Program Development?"; and (9) "Commitment and Adaptability." (MM)

The Cape Town Book presents a fresh picture of the Mother City, one that brings together all its stories. From geology and beaches to forced removals and hip-hop, Nechama Brodie, author of the best-selling The Joburg Book, has delved deeply into the hidden past of Cape Town to emerge with a lucid and compelling account of South Africa’s fi rst city, its landscape and its people. The book’s 14 chapters trace the origins and expansion of Cape Town – from the City Bowl to the southern and coastal suburbs, the vast expanse of the Cape Flats and the sprawling northern areas. Offering a nuanced, yet balanced, perspective on Cape Town, the book includes familiar attractions like Table Mountain, Kirstenbosch and the Company’s Garden, while also giving a voice to marginalised communities in areas such as Athlone, Langa, Mitchells Plain and Khayelitsha. Many of the images in the book have never been published before, and are drawn from the archives of museums, universities and public institutions. This beautifully illustrated, information-rich book is the defi nitive portrait of the wind-blown, contradictory city at the southern tip of Africa that more than three million people call home