Implementing Standards-Based Mathematics Instruction: A Casebook for Professional Development

By Mary Kay Stein, M. Smith, M. Henningsen, Edward A. Silver. 2009

854 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/deac6a43706ea11bdd9fb07a73b54a08f0c114fb

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Citations in the corpus

AN EXAMINATION OF THE LEVELS OF COGITIVE DEMAND REQUIRED BY PROBABILITY TASKS IN MIDDLE GRADES MATHEMATICS TEXTBOOKS (2007, methodology): “…the student's textbook edition by lowering the cognitive demand for tasks (e.g., Arbaugh, Lannin, Jones, & Park-Rogers, 2006; Stein & Smith, 1998; Stein et al., 2000), it would be impossible (in most cases) to document the myriad of interactions between teachers and curricular materials over the…”
A Framework for Analyzing Cognitive Demand and Content-Practices Integration: Task Analysis Guide in Science (2015, background): “These kinds of tasks are generally useful if the goal is retrieving basic facts and definitions (Stein et al., 2000).”
Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms (2009, background): “Tasks that create strong opportunities to engage deeply with mathematical content can be changed during implementation through the ways in which students work together on content or through the ways in which the teacher introduces or scaffolds the task (Stein et al., 2000).”
Connecting changes in secondary mathematics teachers’ knowledge to their experiences in a professional development workshop (2013, methodology): “Descriptors for high-level tasks from the task analysis guide (Stein et al. 2000) Doing mathematics tasks Require complex and non-algorithmic thinking (i.”
Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, background): “These include inappropriate tasks, mismatch between level of task and level of students’ prior knowledge and policy-related stress put on teachers by testing and curricula (Henningsen and Stein 1997; Stein et al. 2000).”
Meeting the Challenges of Mathematics Teacher Education through Design and Use of Tasks that Facilitate Teacher Learning (2008, background): “Although Steinbring referred in his model to teacher-student learning, this model can be extended to teacher-educators as facilitators and teachers as learners; it explains how teacher-educators learn through their practice.”