| Acknowledgments |
|
ix | |
| About the Author |
|
x | |
| Foreword |
|
xi | |
| Reflections from the Field |
|
xii | |
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Introducing the NCTM Reform Documents |
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1 | (18) |
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2 | (1) |
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Introducing the NCTM Reform Documents |
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3 | (16) |
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3 | (2) |
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Skills for Citizens of the Twenty-First Century |
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5 | (4) |
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The Curriculum and Evaluation Standards for School Mathematics |
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9 | (1) |
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The Curriculum Standards for Middle and High School |
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10 | (1) |
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Common Standards for the Middle Grades and High School |
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11 | (1) |
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Additional High School Standards |
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12 | (2) |
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Learning, Teaching, and Assessment |
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14 | (1) |
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The Professional Standards for Teaching Mathematics |
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14 | (1) |
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15 | (1) |
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Principles and Standards for School Mathematics |
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16 | (1) |
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National Board Certification |
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17 | (2) |
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Exemplary Practice: What Does It Look Like? |
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19 | (8) |
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Traditional Teachers in Transition |
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19 | (5) |
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Envisioning Reform-Based Classrooms |
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24 | (3) |
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Ben Preddy: Integrating Mathematics |
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27 | (12) |
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Discussion between Colleagues |
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33 | (1) |
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34 | (2) |
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Unit Overview: Integrating Mathematics |
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36 | (3) |
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Yvonne Stallings: Investing for a Four-Year College Education |
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39 | (20) |
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Discussion Between Colleagues |
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52 | (3) |
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55 | (2) |
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Unit Overview: Investing for a College Education |
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57 | (2) |
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Cynthia Sutherlin: Mathematical Modeling of Linear Functions in the Sciences |
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59 | (14) |
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Discussion between Colleagues |
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66 | (3) |
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69 | (2) |
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Unit Overview: Mathematical Modeling of Linear Functions in the Sciences |
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71 | (2) |
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Don Crossfield: Marching from Algebra to Trigonometry and Beyond |
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73 | (14) |
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Discussion between Colleagues |
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77 | (6) |
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83 | (2) |
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Unit Overview: Marching from Algebra to Trigonometry and Beyond |
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85 | (2) |
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Virginia Highstone: Equations that Model Growth and Decay |
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87 | (16) |
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Discussion between Colleagues |
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94 | (5) |
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99 | (2) |
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Unit Overview: Equations that Model Growth and Decay |
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101 | (2) |
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Henry Kranendonk: Raisin Geometry--Exploring The Balance Point And Its Applications |
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103 | (16) |
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Discussion between Colleagues |
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109 | (3) |
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112 | (4) |
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Unit Overview: Raisin Geometry--Exploring the Balance Point and its Applications |
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116 | (3) |
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Murray Siegel: Discovering the Central Limit Theorem |
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119 | (14) |
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Discussion between Colleagues |
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127 | (1) |
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128 | (2) |
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Unit Overview: Discovering the Central Limit Theorem |
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130 | (3) |
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Claudia Carter: How a Rumor Spreads--An Introduction to Logistic curves |
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133 | (10) |
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Discussion between Colleagues |
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139 | (1) |
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140 | (1) |
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Unit Overview: How a Rumor Spreads--An Introduction to Logistic Curves |
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141 | (2) |
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Kathryn Hill: Connecting Informal Proofs to Formal Proofs with a Geoboard |
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143 | (14) |
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Discussion between Colleagues |
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151 | (2) |
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153 | (2) |
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Unit Overview: Connecting Informal and Formal Proofs with a Geoboard |
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155 | (2) |
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Michael Lehman: Group Performance Assessments |
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157 | (18) |
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Discussion between Colleagues |
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169 | (3) |
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172 | (2) |
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Unit Overview: Group Performance Assessment |
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174 | (1) |
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Learning Centers of the Twenty-first Century |
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175 | (12) |
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176 | (4) |
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Can It Be True that All Students can Do Mathematics? |
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176 | (1) |
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Can All Students Do Algebra? |
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177 | (3) |
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Curriculum Concerns of a Parent |
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180 | (1) |
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What can Classroom Teachers Do? |
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181 | (1) |
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What Can Administrators Do? |
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181 | (2) |
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What Can Teacher Educators Do? |
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183 | (1) |
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What Can We All Do Together? |
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184 | (1) |
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184 | (3) |
| References |
|
187 | |
