Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment, 3rd Edition

Becoming a Reflective Mathematics Teacher.: A Guide for Observations and Self-Assessment (Studies in Mathematical Thinking and Learning Series)

Ideal for preservice mathematics teachers who are taking methods courses or are student teaching, this research-based, activity-oriented guide offers a highly effective framework for teacher reflection and self-assessment. Highlighting inquiry-based, learner-centered teaching and grounded in a cognitive perspective, Becoming a Reflective Teacher of Mathematics, Third Edition features:

• Detailed observation instruments for observing other teachers
• Reflective activities that provide a structure for beginning teachers to think about their teaching
• Guidelines and instruments for supervisors to use when observing, conferencing with, and assessing beginning or student teachers

The Third Edition of Becoming a Reflective Teacher of Mathematics is aligned with the latest standards for teaching mathematics including the Common Core State Standards-Mathematics, and the latest assessments for mathematics teacher certification which place a high priority on reflective practice. Thoroughly revised and updated throughout, the Third Edition continues to provide preservice and in-service mathematics teachers with practical ideas for developing and honing reflective and self-analytical skills needed to advance and improve instruction.

Table of Contents

Part I Philosophical Basis for the Model
Chapter 1 Toward an Understanding of Student-Centered Teaching
Chapter 2 A Framework for the Examination of Instructional Practice
Chapter 3 A Framework for the Examination of Teacher Cognitions
Chapter 4 Putting It All Together

Part II How to Use the Model
Chapter 5 Using the Interrelated Model of the Instructional Practice Framework (IPF) and Teacher Cognition Framework (TCF) to Examine Teaching
Chapter 6 Using the Interrelated Model of the Instructional Practice Framework (IPF) and Teacher Cognition Framework (TCF) to Examine Your Own Instructional Practice and Cognitions
Chapter 7 Using a Portfolio to Document How You Engage in Self-Assessment and Reflection

Part III Evidence—The Model in Action
Chapter 8 Case Studies of the Model in Action: Five Cases

Appendix A Research Results of Exploratory Study
Appendix B Observation Guidelines
Appendix C Observation Charts Made by Preservice Teachers
Appendix D Guides and Forms for Supervised Observations
Appendix E Portfolio Assignment and Rubrics