Common Core State Standards
Common Core Mathematics in a PLC At Work™, Grades 3-5 and K-2 Edited by Timothy Kanold and written by Matthew R. Larson, Francis (Skip) Fennell, Thomasenia Lott Adams, Julie K. Dixon, Beth McCord Kobett, and Jonathan A. Wray (2012)
These teacher guides illustrate how to sustain successful implementation of the CCSS for mathematics for grades 3–5. Discover what students should learn and how they should learn it at each grade level, and learning progression models that capstone expectations for upper elementary (and middle school) mathematics readiness.
Mathematical Knowledge for Teaching
Elementary Geometry for Teachers, by
Thomas H. Parker and Scott J. Baldridge (2008)
The sequel to Elementary Mathematics for Teachers, this book covers both the mathematics and other aspects of the K-8 geometry curriculum. This text is used in conjunction with six school textbooks from Singapore.
Elementary Mathematics for Teachers, by
Thomas H. Parker and Scott J. Baldridge (2004)
This book focuses exclusively on K-8 mathematics. It develops elementary mathematics at the level of "teacher knowledge." To that end, the text uses five Primary Mathematics Textbooks as a source of problems and to repeatedly illustrate the following themes: 1) how the nature of a mathematics topic suggests an order for developing it in the classroom, 2) how topics are developed through "teaching sequences" which begin with easy problems and incrementally progress until the topic is mastered, and 3) how the mathematics builds on itself through the grades.
Mathematics Content for Elementary Teachers, by
Douglas Brumbaugh, Peggy L. Moch, and Maryl E. Wilkinson (2005)
Intended as a core textbook for courses on mathematics content for elementary teachers; it will help teachers develop appropriate background and understanding of the mathematics they will be teaching.
Mathematics for Elementary Teachers (3rd ed.), by
Sybilla Beckmann (2011)
This text offers readers a deeper understanding of mathematics and encourages teachers to find answers through exploration and group work. Fully integrated activities are found in the accompanying Activities Manual. Throughout the text, teachers learn why the math works, rather than just the mechanics of how it works. Readers engage, explore, discuss, and ultimately reach a true understanding of mathematics.
Problem Solving Approach to Mathematics for Elementary School Teachers, A (10th ed.) by
Rick Billstein, Shlomo Libeskind, and Johnny W. Lott (2010)
This text includes a focus on active and collaborative learning, while maintaining and emphasis on developing skills and concepts. With a wealth of pedagogical tools, as well as relevant discussions of standards curricula and assessments, this book is a valuable text for elementary and middle school mathematics teachers.
Elementary and Middle School Mathematics: Teaching Developmentally (7th ed.) by
John A. Van de Walle, Karen Karp, and Jenny Bay-Williams (2010)
Learning through problem solving is a major theme of this book. The first section of this text develop the core ideas of learning, teaching, planning and assessment. Addition perspectives on mathematics for children with diverse backgrounds and the role of technology are also discussed. The second section focus on pedagogical strategies and problem-based activities that support every major content area in the PreK-8 mathematics curriculum.
Elementary Mathematics Pedagogical Content Knowledge: Powerful Ideas for Teachers, by
James E. Schwartz (2008)
Designed to sharpen pre-service and in-service teachers' mathematical pedagogical content knowledge, the vignettes relate math concepts to "real life" situations so that they may better present the content to students. The five "powerful ideas" (composition, decomposition, relationships, representation and context) provide an organizing framework and highlight the interconnections between mathematics topics.
Helping Children Learn Mathematics (9th ed.) by
Robert Reys, Mary Lindquist, Diana V. Lambdin, and Nancy L. Smith (2009)
This book is designed to expand the reader's vision of mathematics teaching and learning and help students learn mathematics. Three main themes are interwoven throughout: 1) recommendations for national professional organizations and from research on teaching and learning mathematics, 2) sense-making in mathematics, and 3) practical suggestions for helping children building mathematical understanding from the authors and practicing teachers.
Adaptive School: A Sourcebook for Developing Collaborative
Groups (2nd Ed.), by
Robert J. Garmston and Bruce M. Wellman (2009)
For a wealth of specific tools you can use immediately
to develop collective understanding, make decisions,
respond to conflict, and develop high performance groups,
turn to this authoritative guide.
Coaching: Transforming Mathematics Lessons, by
Lucy West and Fritz C. Staub (2003)
Content-Focused Coaching (CFC) is a long-range professional
development practice in which coaches work individually or with
groups of classroom teachers to design, implement, and reflect
on rigorous, standards-based lessons that promote student learning.
Authored by two educators closely involved with the design of
CFC, this book is for K-8 staff developers, teacher leaders,
administrators, and others interested in improving mathematics
a Math Coaching Practice: A Guide for K-8 Math Educators, by
Amy Morse (2009)
Given the current demands of a math teaching
practice, this case-based resource helps math coaches, prospective
coaches, and administrators develop their knowledge of math
content, hone their coaching skills, and enhance their ability
to provide professional development for teachers in Grades
Guide to Mathematics Coaching: Processes for Increasing Student
Ted H. Hull (2009)
Math coaches play a vital role in strengthening math instruction
and learning in schools. However, without a collegial relationship
with the teachers they are trying to help, it is difficult
to foster productive collaborations that lead to better teaching
practice and increased student achievement. This resource
helps coaches confidently clarify, define, and fulfill their
role as influential mathematics leaders.
Guide to Mathematics Leadership, by
Don S. Balka, Ted H. Hull, & Ruth Harbin Miles (2009)
A guide to Mathematics Leadership presents a process-based
approach to improving mathematics instruction based on five
principles identified by the National Council of Teachers
of Mathematics--equity, curriculum teaching, learning, and
assessment--and four leadership principles from the National
Council of Supervisors of Mathematics--equity leadership,
teaching and learning leadership, curriculum leadership, and
Learning to Lead Mathematics Professional Development,
by Catherine Carroll and Judith Mumme (2007)
Help mathematics leaders learn to lead professional development to achieve specific goals, increase their knowledge of mathematics, and build a repertoire of professional development strategies. Designed expressly for mathematics professional development leaders, this set of case-based leadership materials helps build the facilitation skills, content knowledge, and pedagogy to design and implement effective staff development.
Math Coach Field Guide: Charting Your Course, edited by
Carolyn Felux and Paula Snowdy (2006)
The role of a math coach is demanding and often undefined.
In this collection of essays, veteran math coaches share their
expertise, providing glimpses into the unique trials, false
starts, and successes they have faced in their positions.
The authors ask and answer such questions as: What makes an
effective math coach? What are helpful strategies for supporting
both eager and reluctant teachers? and What pitfalls do math
coaches encounter and what can they do about them? Written
by coaches for coaches, this book is also an invaluable resource
for teacher leaders, school administrators, and mathematics
Coaching Handbook: Working with Teachers to Improve Instruction,
by Pia M. Hansen (2009)
Help prepare and support effective math content coaches with
this guide. It provides insight into the leadership skills necessary
to mentor other teachers, establish collaborative teacher teams,
and influence school culture positively.
Moments in Mathematics Coaching: Improving K-5 Instruction,
by Kristine Reed Woleck (2010)
Kristine Reed Woleck reflects on specific cases or "moments" from her years as a mathematics coach, unpacking and examining for readers the critical elements of mathematics teaching, learning, and coaching. This accessible, practical resource discusses what effective coaching looks like and how beginning and veteran mathematics coaches in Grades K-5 can bring about meaningful improvements in mathematics instruction.