Take a deep dive into the five practices for faciliting productive mathematical discussons
Enhance your fluency in the five practices—anticipating, monitoring, selecting, sequencing, and connecting—to bring powerful discussions of mathematical concepts to life in your high school classroom. This book unpacks the five practices for deeper understanding and empowers you to use each practice effectively.
· Video excerpts vividly illustrate the five practices in action in real high school classrooms
· Key questions help you set learning goals, identify high-level tasks, and jumpstart discussion
· Prompts guide you to be prepared for and overcome common challenges
Includes planning templates, sample lesson plans, completed monitoring tools, and mathematical tasks.
Margaret (Peg) Smith is a Professor Emerita at University of Pittsburgh. Over the past three decades she has been developing research-based materials for use in the professional development of mathematics teachers. She has coauthored several books including Five Practices for Orchestrating Productive Discussions (with Mary Kay Stein), the middle and high school versions of the Taking Action series (with Melissa Boston, Fredrick Dillon, Stephen Miller, and Lynn Raith), and The 5 Practices in Practice: Successfully Orchestrating Mathematics Discussion in Your Classroom series (with Victoria Bill, Miriam Gameron Sherin, and Michael Steele). In 2006 she received the Chancellor’s Distinguished Teaching Award given annually to honor outstanding faculty at the University of Pittsburgh. In 2009 she received the award for Excellence in Teaching in Mathematics Teacher Education from AMTE. In April 2019 she received the Lifetime Achievement Award from NCTM.
Michael D. Steele is a Professor and Chairperson of the Department of Educational Studies in Teachers College at Ball State University. He is a Past President of the Association of Mathematics Teacher Educators, current director-at-large of the National Council of Teachers of Mathematics, and editor of the journal Mathematics Teacher Educator. A former middle and high school mathematics and science teacher, Dr. Steele has worked with preservice secondary mathematics teachers, practicing teachers, administrators, and doctoral students across the country. He has published several books and research articles focused on supporting mathematics teachers in enacting research-based effective mathematics teaching practices.
Dr. Steele’s work focuses on supporting secondary math teachers in developing mathematical knowledge for teaching, integrating content and pedagogy, through teacher preparation and professional development. He is the co-author of NCTM’s Taking Action: Implementing Effective Mathematics Teaching Practice in Grades 6-8. He is a co-author of several research-based professional development volumes, including The 5 Practices in Practice: Successfully Orchestrating Mathematics Discussions in Your High School Classroom,
Mathematics Discourse in Secondary Classrooms, and We Reason and Prove for All Mathematics. He directed the NSF-funded Milwaukee Mathematics Teacher Partnership, an initiative focused on microcredential-based teacher professional development and leadership. His research focuses on teacher learning through case-based professional development, and he has been an investigator on several National Science Foundation-funded projects focused on teacher learning and development. He also studies the influence of curriculum and policy in high school mathematics, with a focus on Algebra I policy and practice, and is the author of A Quiet Revolution: One District’s Story of Radical Curricular Change in Mathematics, a resource focused on reforming high school mathematics teaching and learning. He works regularly with districts across the country to design and deploy teacher professional development to strengthen effective secondary teaching practice.
Dr. Steele was awarded the inaugural Best Reviewer award for Mathematics Teacher Educator and was author of the 2016 Best Article in Journal of Research in Leadership Education. He is an active member of and regular presenter for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, and the Association of Mathematics Teacher Educators. He reviews regularly for major mathematics education and teacher education journals.
