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The Relationship Between Middle School Mathematics Teacher Background And Efficacy During The Transition To Common Core
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Book Synopsis The Relationship Between Middle School Mathematics Teacher Background and Efficacy During the Transition to Common Core by : Stacy Plemons
Download or read book The Relationship Between Middle School Mathematics Teacher Background and Efficacy During the Transition to Common Core written by Stacy Plemons and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this correlation study was to investigate the relationship between teacher background training and teaching efficacy for instructing mathematics in the middle grades during the transition to Common Core State Standards. Participants included 37 mathematics teachers in grades six, seven, and eight in the CORE East TN region. Surveys containing the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) were electronically administered to determine the dependent variables: self-efficacy (personal teaching efficacy) and outcome expectancy for teaching mathematics. Additional questions measured the independent variable, teacher background training, defined by number of college mathematics course hours taken, number TNCore mathematics training days attended, and years of experience teaching mathematics. Spearman's rho correlations were calculated using SPSS to determine the relationship between the independent and dependent variables. A significant, positive relationship was found for the number of college mathematics course hours taken and self- efficacy, but not for outcome expectancy. A significant, positive relationship was also found for self-efficacy and outcome expectancy. No significant correlations were indicated for TNCore mathematics training days attended or years' experience teaching mathematics on self-efficacy or outcome expectancy. Discussion of results, implications, and recommendations for future research are also included.
Book Synopsis Influence of Lesson Study on Teacher Sense of Efficacy in Middle School Mathematics by : Kristin Mie Komatsubara
Download or read book Influence of Lesson Study on Teacher Sense of Efficacy in Middle School Mathematics written by Kristin Mie Komatsubara and published by . This book was released on 2020 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics education continues to be a critical equity issue in the United States. Traditional teacher-directed math instruction reveals disproportionate numbers of students of color and students of lower socio-economic status struggling to engage and identify as mathematicians (Boaler, 2014). The recent implementation of Common Core State Standards (National Governors Association, 2010) requires significant changes in mathematics instructional pedagogy, content knowledge, assessment, and curriculum. Yet, this shift can result in declining teacher efficacy, leaving teachers feeling overwhelmed and questioning their capacity. The emergence of lesson study approach holds the potential to impact teacher sense of efficacy as teachers collaboratively build mathematics content knowledge, skills, classroom culture and resources. This mixed methods multiple case study examined whether and to what extent lesson study approach as professional development affected mathematics teachers’ sense of efficacy and the social networks of students in their classrooms. It included sense of efficacy surveys from 24 middle school mathematics teachers. Five case study teachers were individually interviewed and social network surveys were collected from the students of their classrooms. This study supports earlier findings on teacher efficacy but offers new insights into the influence of lesson study approach on teachers’ sense of efficacy. Teachers reported four sources of efficacy from lesson study, lesson study shifted the focus from teacher performance to student thinking, and an increased efficacy that they could effectively engage students, utilize student-centered instruction and manage their classroom. Lesson study structures that supported teacher efficacy included sharing a student-centered focus, situating learning with a classroom context, and framing the lesson study. This study also presents a new awareness of help-seeking networks of students in diverse middle school mathematics classrooms. Although teachers did not identify direct links between lesson study and their efficacy to manage student relationships, notable differences in student help-seeking networks emerged. Although there are limitations on generalizability, the findings are especially useful to teachers. Understanding the mechanisms of relationship ties can help teachers attend more intentionally to social participation of students, particularly students of color, English learners, and students with designated disabilities. This study arises at a critical time in education that may have implications for the types and likelihood of teacher collaboration and school policy.
Book Synopsis A Decade of Middle School Mathematics Curriculum Implementation by : Margaret R. Meyer
Download or read book A Decade of Middle School Mathematics Curriculum Implementation written by Margaret R. Meyer and published by IAP. This book was released on 2008-12-01 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Mathematics Learning in Early Childhood by : National Research Council
Download or read book Mathematics Learning in Early Childhood written by National Research Council and published by National Academies Press. This book was released on 2009-11-13 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
Book Synopsis The Effects of Professional Learning Communities on Middle School Math Teachers in Developing Curriculum, Instruction, and Assessments for Common Core by : Jessika Kim
Download or read book The Effects of Professional Learning Communities on Middle School Math Teachers in Developing Curriculum, Instruction, and Assessments for Common Core written by Jessika Kim and published by . This book was released on 2016 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The world of education in the K--12 setting is constantly changing. The most recent shift in educational reform is the Common Core State Standards (CCSS). These new standards require students to think critically and demonstrate higher depths of knowledge. As a result, teachers are faced with the large task of realigning curriculum, instruction, and assessments to meet the new demands of Common Core. Unfortunately, with new standards and new expectations for assessments, teachers may feel overwhelmed and overextended. Professional Learning Communities (PLCs) offer a structure in which educators are able to collaborate and align content across grade levels. The six guiding principles outlined by DuFour, DuFour, and Eaker require PLC teams to state a shared vision, maintain a collaborative culture, collective inquiry, action orientation, commitment to continuous improvement, and result orientation. These principles, when combined with curriculum, instruction, and assessments, and the key elements of the CCSS provided the conceptual framework for this study. This study confirms when PLC structures are implemented with authenticity; individual members are better equipped to withstand the unpredictable changes in education. This qualitative case study sought to better understand the manner in which PLC structures supported the development of curriculum, instruction, and assessments for 7th and 8th grade Common Core math. Through semi-structured interviews during the beginning and end of the first semester, multiple observations of PLC meetings, and document analysis, this study determined the following findings. First, this case study found that curriculum development for the Common Core Standards was supported as individual members built capacity between each other to redevelop new district-mandated textbooks. Second, instruction strategies for the new standards was maintained as PLC members demonstrated high levels of trust with each other in an effort to share individual shortcomings and challenges. Third, assessment development required teachers to reflect on both curriculum and instruction in an effort to promote student achievement. Finally, an unexpected finding of shared decision making was determined through participant interviews. Participants longed for greater autonomy within their PLC structures, and hoped to have greater input in the larger overarching decisions made school wide. The implications of this study encourage educators in various school settings—urban, suburban, and rural—to continuously improve year after year through PLCs. Regardless of new reforms in education, PLC structures provide a stable environment for educators to professionally learn in their site communities. The recommendations for this qualitative case study include suggestions for policy, practice, and future research. For policy, district members and officials would be well advised to provide additional professional development days for all certificated staff on how to authentically implement PLC structures at school sites. For practice, the major themes of capacity building, trust, reflection, and shared decision making can guide PLC teams as they practice true collaboration through PLC structures. Once PLC structures are authentically implemented, curriculum development can begin, instructional strategies can be shared and improved, and assessments can be effectively aligned to new standards. For future research, it is recommended that the scope of study be expanded to include the K--12 grades as well as extend the study for multiple years. As educators and school sites continue to make greater meaning of the CCSS, the impact of PLC structures in relation to student achievement will improve. Therefore, additional research on the effectiveness of PLC structures in relation to curriculum, instruction, and assessments will be richer as Common Core continues to be implemented.
Book Synopsis The Influences of Middle School Mathematics Teachers' Practical Rationality on Instructional Decision Making Regarding the Common Core State Standards for Mathematical Practices by : Lauren Marie Sobolewski-McMahon
Download or read book The Influences of Middle School Mathematics Teachers' Practical Rationality on Instructional Decision Making Regarding the Common Core State Standards for Mathematical Practices written by Lauren Marie Sobolewski-McMahon and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the influences of various facets of middle school mathematics teachers' practical rationality on their instructional decision making as they plan to enact the Common Core State Standards for Mathematical Practice, CCSS-MP1 (perseverance in problem solving) and CCSS-MP3 (communicating and critiquing). The study expands and confronts some of the literature that lacks specifics to instructional decisions made by middle school mathematics teachers, particularly with regards to their disposition, the operationalization of their MKT, and the connection to the institutional obligations affecting their practical rationality. This study provides insight into three facets impacting middle school mathematics teachers' instructional decision making with regards to CCSS-MP1 and CCSS-MP3. First with regards to teacher disposition, a facilitative role using a problem solving approach is preferred. Secondly, curricular choices are made directly tied to the teachers' MKT. Finally, although the teachers recognized that they had certain obligations to the institution, they also held the belief that the institution was obligated to them as well. The two main obligations required from the institution were the need for professional development provided by the district and appropriate resources that promote problem solving and communication. These results suggest the need for professional development for in-service and preservice teachers in the facilitative approach to mathematics instructions, more time for teachers to work collaboratively in professional learning communities (PLCs), professional development for district administrators, board members and parents with regards to a more rigorous and investigative approach to mathematics instruction.
Book Synopsis Mathematics Education in the Middle Grades by : National Research Council
Download or read book Mathematics Education in the Middle Grades written by National Research Council and published by National Academies Press. This book was released on 2000-02-11 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: In September 1998, the Math Science Education Board National held a Convocation on Middle Grades Mathematics that was co-sponsored by the National Council of Teachers of Mathematics, the National Middle School Association, and the American Educational Research Association. The Convocation was structured to present the teaching of middle school mathematics from two points of view: teaching mathematics with a focus on the subject matter content or teaching mathematics with a focus on the whole child and whole curriculum. This book discusses the challenges before the nation's mathematical sciences community to focus its energy on the improvement of middle grades mathematics education and to begin an ongoing national dialogue on middle grades mathematics education.
Book Synopsis Making Math Connections by : Hope Martin
Download or read book Making Math Connections written by Hope Martin and published by Corwin Press. This book was released on 2006-07-27 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Making Math Connections integrates mathematics into a variety of subject areas and real-life settings, providing motivation for students to want to learn the material being presented. The book also uses a variety of activities to promote learning for students with different interests and learning styles." -Steven P. Isaak, Mathematics Teacher Advanced Technologies Academy, Las Vegas, NV Spark student learning by making an authentic connection between math and real-life experiences! Students often fail to make the connection between "school math" and their everyday lives, becoming passive recipients of isolated, memorized rules and formulas. This remarkable new resource will help students become active problem-solvers who see mathematics as a meaningful tool that can be used outside the classroom. Hope Martin applies more than 40 years of teaching experience to developing a myriad of high-interest, meaningful math investigations. Using a teacher-friendly format, she shows educators how to integrate into the math curriculum engaging, everyday topics, such as forensics, natural disasters, tessellations, the stock market, and literature. This project-based resource encourages cooperative, interactive learning experiences that not only help students make connections between various math skills but also make important connections to the real world. Aligned to NCTM standards, these mathematical applications are broken down into complete units focusing on different topics. Each chapter includes: Background information on the topic Step-by-step procedures for math investigations Assessment strategies Journal questions Reproducible worksheets Additional related readings and Internet Web sites By increasing their awareness of meaningful everyday applications, students will learn to use math as an essential tool in their daily lives.
Book Synopsis Strengthening Mathematical Reasoning among Middle School Students with Hidden or Unmet Potential by : Peter Sheppard
Download or read book Strengthening Mathematical Reasoning among Middle School Students with Hidden or Unmet Potential written by Peter Sheppard and published by Rowman & Littlefield. This book was released on 2019-11-08 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work seeks to contribute to the national dialogue regarding best practices in teaching middle school mathematics. The authors are committed to improving mathematics achievement and opportunities for students whose inherited circumstances place them at a perceptible disadvantage. Most refer to said students as “risks.” We hold the position that these students, irrespective of their backgrounds, possess Hidden or Unmet Potential and the unveiling of their potential can be accelerated when they are exposed to high-quality mathematics teaching. This book is a practitioner’s guide to creative mathematics activities centered on algebraic, proportional, and geometric reasoning aligned with mathematics standards. This approach has the potential to accelerate the mathematical confidence and accentuate the mathematical proficiencies of students.
Book Synopsis The Influence of the Common Core State Standards in Mathematics on Mathematics Self-efficacy by : Kenneth A. Lein
Download or read book The Influence of the Common Core State Standards in Mathematics on Mathematics Self-efficacy written by Kenneth A. Lein and published by . This book was released on 2014 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most states have adopted the Common Core State Standards in Mathematics (CCSSM) in response to concerns that United States' students are not competitive in international mathematics achievement. The demands on teachers and expectations for students have increased with its implementation. The purpose of this mixed method study was to explore the effect of the implementation of the Common Core State Standards in Mathematics on elementary teachers' perceptions of mathematics self-efficacy. In addition, the study examined teachers' perceptions of principal readiness to lead the implementation and principals' perceptions of teacher readiness to implement the changes. The study also examined principals' self-perceptions of mathematics efficacy and principals' perceptions of central office support for the implementation. Quantitative data were collected from 162 teachers from three urban districts and three suburban districts using a modification of the Mathematics Teaching Efficacy Beliefs Instrument. The qualitative data were collected from semi-structured interviews with 11 building principals and focused on principals' perceptions of teacher, self, and central office readiness to implement the CCSSM. The findings of this study provided evidence that the implementation of the CCSSM has resulted in a decrease in teacher efficacy in mathematics instruction. Principals perceived that teacher readiness for the implementation of the CCSSM depended upon Common Core-aligned text books. Conclusions state the need to increase efficacy for both teachers and principals
Book Synopsis Bringing Math Students Into the Formative Assessment Equation by : Susan Janssen Creighton
Download or read book Bringing Math Students Into the Formative Assessment Equation written by Susan Janssen Creighton and published by Corwin Press. This book was released on 2015-01-21 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Make formative assessment work for you—and your math students! Finally, formative assessment that adds up! Bringing Math Students Into the Formative Assessment Equation is the ultimate resource for helping teachers implement formative assessment in the middle school mathematics classroom. And it’s much more than that. With this research-based, teacher-tested guide, you won’t just learn effective teaching strategies—you’ll turn your students into self-regulated learners. They’ll monitor and assess their own progress—and communicate to you about it! Features include: A clear and manageable six-aspect instructional model Detailed strategies for helping students own their successes Real-life examples from middle school mathematics teachers Useful resources and a companion website to help you implement formative assessment in your classroom Formative assessment isn’t just for teachers anymore. With the help of this essential resource, you’ll work together with your students toward a common goal of math success. "This book is outstanding. I would recommend it to any math educator. The depth of research integrated into practice is extensive and, as a result, it is the most practical book I have come across related to formative assessment and mathematics The self-regulation aspects, as well as the ownership and involvement emphasized in the book, went beyond the traditional cognitive strategies endorsed in most books." Marc Simmons, Principal Ilwaco Middle School, Ocean Beach School District, Long Beach, WA "The ideas in this book are brought to life with examples of teachers and students in the classroom. The teacher voices, comments, and quotes lend credibility and are a big component of the book’s strengths as well as the visuals and graphics." Rita Tellez, Math Coordinator Ysleta Independent School District, El Paso, TX
Book Synopsis The Math Pact, Middle School by : Sarah B. Bush
Download or read book The Math Pact, Middle School written by Sarah B. Bush and published by Corwin Press. This book was released on 2020-09-19 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: A schoolwide solution for students’ mathematics success! Do you sometimes start to teach a mathematics concept and feel like you’re staring at a sea of bewildered faces? What happens when you discover students previously learned a calculation trick or a mnemonic that has muddied their long-term understanding? When "rules" seem to change from year to year, teacher to teacher, or school to school, mathematics can seem like a disconnected mystery for students. Clear up the confusion with a Mathematics Whole-School Agreement! Expanded from the highly popular "Rules that Expire" series of NCTM articles, this essential guide leads educators through the collaborative step-by-step process of establishing a coherent and consistent learner-centered and equitable approach to mathematics instruction. Through this work, you will identify, streamline, and become passionate about using clear and consistent mathematical language, notations, representations, rules, and generalizations within and across classrooms and grades. Importantly, you’ll learn to avoid "rules that expire"—tricks that may seem to help students in one grade but hurt in the long run. Features of this book include · Abundant grade-specific examples · Effective working plans for sustainability · Barrier-busting tips, to-dos, and try-it-outs · Practical templates and checklists · PLC prompts and discussion points When teachers unite across grades, students hit the ground running every year. Take the next step together as a team and help all your students build on existing understanding to find new success and most importantly, love learning and doing mathematics!
Book Synopsis On Evaluating Curricular Effectiveness by : National Research Council
Download or read book On Evaluating Curricular Effectiveness written by National Research Council and published by National Academies Press. This book was released on 2004-11-12 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. The committee that produced this book consisted of mathematicians, mathematics educators, and methodologists who began with the following charge: Evaluate the quality of the evaluations of the thirteen National Science Foundation (NSF)-supported and six commercially generated mathematics curriculum materials; Determine whether the available data are sufficient for evaluating the efficacy of these materials, and if not; Develop recommendations about the design of a project that could result in the generation of more reliable and valid data for evaluating such materials. The committee collected, reviewed, and classified almost 700 studies, solicited expert testimony during two workshops, developed an evaluation framework, established dimensions/criteria for three methodologies (content analyses, comparative studies, and case studies), drew conclusions on the corpus of studies, and made recommendations for future research.
Book Synopsis Development of Mathematics and Science Teacher Efficacy During an Alternative Middle Grades Certification Program by : Diane Jass Ketelhut
Download or read book Development of Mathematics and Science Teacher Efficacy During an Alternative Middle Grades Certification Program written by Diane Jass Ketelhut and published by . This book was released on 2011 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: As part of a grant-funded project, the authors have designed an alternative certification program, E = mc[superscript 2], funded by U.S. Department of Education under its Transition to Teaching Program. Before beginning their student teaching, participants conduct observations, interviews, tutoring, small group instruction, and isolated whole group instruction. During student teaching, participants are enrolled in a second methods course to address the hypothesis of Utley, Moseley, and Bruamt (2005) that a lack of change of efficacy during student teaching is due to a lack of support. To study the effect of E = mc[superscript 2] program on the development of self-efficacy among cohorts of content-strong preservice teachers, the authors borrowed constructs from two instruments measuring teacher self-efficacy in science and mathematics and two constructs from another instrument that measures instructors' teaching efficacy and self-confidence in knowledge of content. This brief explores the relationship between those four constructs: outcome expectancy (OE), or the degree to which a teacher believes students can learn from his or her teaching; personal teaching efficacy (PTE), or the degree to which a teacher believes he or she can teach effectively; knowledge efficacy (KE), or teachers' confidence in their knowledge of content; and teaching efficacy (TE) across the program. (Contains 1 figure and 1 table.).
Book Synopsis Improving Mathematics in Middle School by : Edward A. Silver
Download or read book Improving Mathematics in Middle School written by Edward A. Silver and published by U.S. Government Printing Office. This book was released on 1998 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from the Third International Mathematics and Science Study (TIMMS) have recently captured the attention of the United States and once again focused the nation on matters of mathematics teaching and learning. In general, the TIMSS results indicate a pervasive and intolerable mediocrity in mathematics teaching and learning in the middle grades and beyond. At Grades 7 and 8 and also at Grade 12, U.S. students achieve poorly in mathematics compared to students in much of the rest of the world. Even the 12th-grade students who take advanced mathematics courses performed substantially below students in most other nations. The results also suggest that the demands made by the U.S. school mathematics curriculum and mathematics classroom instruction are not as challenging as in other countries. This document reports the major findings from TIMMS and makes some recommendations for enhancing mathematics teaching and learning in the middle grades. Contains 40 references. (ASK)
Book Synopsis The Impact of Common Core Mathematics Professional Development on Elementary Mathematics Teaching Self-efficacy and the Resulting Effects on Their Student Achievement by : Alissa Smith Lee
Download or read book The Impact of Common Core Mathematics Professional Development on Elementary Mathematics Teaching Self-efficacy and the Resulting Effects on Their Student Achievement written by Alissa Smith Lee and published by . This book was released on 2019 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-method study was to examine the impact of professional development on elementary mathematics teaching self-efficacy as well as the influence of teacher self-efficacy on student achievement. Statistical t tests were used to analyze the dispersion of the teachers’ personal mathematics teaching efficacy beliefs (PMTE) and mathematics teaching outcome expectancy efficacy beliefs (MTOE). To develop a broader perspective, a qualitative analysis of interview data was implemented. Unlike the results from the quantitative data, the qualitative data in this study revealed that meaningful participation in professional development increased teacher performance as well as enhanced their mathematical teaching efficacy. This study offers findings to administrators and district offices about the importance of developing mathematics teaching self-efficacy and mathematics professional development opportunities.
Book Synopsis Helping Children Learn Mathematics by : National Research Council
Download or read book Helping Children Learn Mathematics written by National Research Council and published by National Academies Press. This book was released on 2002-07-31 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
