Elementary Mathematics Specialists
Developing, Refining, and Examining Programs That Support Mathematics Teaching and Learning
Maggie B. McGatha, University of Louisville
Nicole R. Rigelman, Portland State University
A volume in the series: The Association of Mathematics Teacher Educators (AMTE) Professional Book Series. Editor(s): Babette M. Benken, CSU Long Beach.
Elementary mathematics specialists are teacher leaders who are responsible for supporting effective PK–6 mathematics instruction and student learning. The Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics, the National Council of Supervisors of Mathematics, and the National Council of Teachers of Mathematics, in a 2010 joint position paper on Elementary Mathematics Specialists (EMSs), all advocate for the use of EMSs to support the teaching and learning of mathematics. The specific roles and expectations of EMSs will vary according to the needs of each setting, “but their expertise and successful experience at the elementary level is critical” (p 1).
Elementary Mathematics Specialists: Developing, Refining, and Examining Programs that Support Mathematics Teaching and Learning is AMTE’s latest resource supporting the important work of EMSs. It has five sections related to the preparation and professional development of EMSs: (a) Overview and Current State of Affairs; (b) Models of EMS Program Development & Delivery; (c) Supporting EMSs in the Field; (d) The Mathematics Specialist Research; and (e) Future Directions. The book provides support to EMS practitioners, program providers/developers, and researchers seeking to answer important questions about how to prepare Mathematics Specialists, support them in the field, and research their effectiveness.
Foreword. Introduction, Maggie B. McGatha and Nicole R. Rigelman. SECTION A: BACKGROUND. We Need Elementary Mathematics Specialists Now: A Historical Perspective and Next Steps, Francis (Skip) Fennell. Preparing Elementary Mathematics Specialists: Essential Knowledge, Skills, and Experiences, Zandra de Araujo, Corey Webel, and Barbara Reys. Current State of Mathematics Specialist State Certification and Standards, Nicole R. Rigelman and Jonathan A. Wray. SECTION B: MODELS FOR MATHEMATICS SPECIALIST PROGRAM DEVELOPMENT AND DELIVERY. Models for Mathematics Specialist Program Development and Delivery, Denise A. Spangler and Robyn L. B. Ovrick. Specialized Program Development: The California Elementary Mathematics Specialist Story, Nadine S. Bezuk and Joanne Rossi Becker. A Collaborative Model: From Establishing Certification to Developing and Delivering a Program, Terry Goodman, Ann McCoy, and Larry Campbell. A Blended Online Model for Instruction: The North Carolina Story, Catherine S. Schwartz, Shelby P. Morge, Sidney L. Rachlin, and Tracy Y. Hargrove. The Transforming East Alabama Mathematics Teacher Leader Academies, Marilyn E. Strutchens and Gary Martin. Creating a Viable Elementary Mathematics Specialist Program, Nicole R. Rigelman. A Case for Secondary Mathematics Coaches, Jonathan A. Wray and William J. Barnes. SECTION C: ONGOING LEARNING AND SUPPORT OF MATHEMATICS SPECIALISTS. Supporting Elementary Mathematics Specialists, Patti Brosnan. Elementary Mathematics Specialists and Teacher Leaders Project, Francis (Skip) Fennell, Beth Kobett, and Jonathan A. Wray. A Laboratory Approach to the Professional Development of Elementary Mathematics Specialists, Meghan Shaughnessy, Deborah Loewenberg Ball, and Nicole Garcia. Supporting Elementary Mathematics Specialists Alongside Improving Preservice Programs, Nicole R. Rigelman. The Role of Professional Organizations: Advocacy, Development, and Research, Fran Arbaugh, Valerie L. Mills, and Diane J. Briars. SECTION D: RESEARCHING THE IMPACT OF EMS PROFESSIONALS AND PROGRAMS. Mathematics Specialists: What Does the Research Say? Maggie B. McGatha, Ryan Davis, and Amy Stokes-Levine. Examining Mathematics Coaching Practices that Help Develop Schoolwide Professional Learning, Lynsey Gibbons. Knowledge for Coaching, Elizabeth A. Burroughs, David A. Yopp, John T. Sutton, and Mark Greenwood. A Critical Analysis of Emerging High-Leverage Practices for Mathematics Coaches, Courtney K. Baker, Pamela Bailey, Shannon M. Larsen, and Terrie M. Galanti. Factors Influencing Elementary Mathematics Specialists’ Impact on Student Achievement, Patricia F. Campbell, Matthew J. Griffin, and Nathaniel N. Malkus. Elementary Mathematics Specialists as Elementary Mathematics Teachers, Kimberly A. Markworth. Evaluation of Elementary Mathematics Specialist Programs, Nicole R. Rigelman. SECTION E: WHAT’S NEXT FOR THE FIELD? Elementary Mathematics Specialist Preparation: What’s Next? What’s Needed? Barbara J. Reys, Corey Webel, and Zandra de Araujo. About the Editors.
Web price: $45.04 (Reg. 52.99)
Web price: $80.74 (Reg. 94.99)
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- EDU029010 - EDUCATION: TEACHING METHODS & MATERIALS: Mathematics
- EDU037000 - EDUCATION: Research
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- Cases for Mathematics Teacher Educators Facilitating Conversations about Inequities in Mathematics Classrooms
- Contemporary Perspectives Through Action Research Across Educational Disciplines The K-12 Classroom
- Lift Every Voice Radford University Teacher Education Students
- Reflection on Past, Present and Future Paving the Way for the Future of Mathematics Teacher Education
- Supporting Leaders for School Improvement Through Self-Care and Wellbeing
- The Mathematics Teacher Education Partnership The Power of a Networked Improvement Community to Transform Secondary Mathematics Teacher Preparation