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by Mary K. Stein, Margaret S. Smith, Marjorie A. Henningsen and E. Silver

Edition: 00Copyright: 2000

Publisher: Teacher's College Press

Published: 2000

International: No

Mary K. Stein, Margaret S. Smith, Marjorie A. Henningsen and E. Silver

Edition: 00
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Teachers and teacher educators interested in synthesizing their current practice with new mathematics standards will welcome this highly useful volume. Author Mary Kay Stein and her colleagues at the QUASAR Project at the University of Pittsburgh present prevalent cases of mathematics instruction drawn from their research of nearly 500 classroom lessons. The Mathematical Tasks Framework, developed by the authors and explained thoroughly in the book, offers teachers and teacher educators the means to evaluate instructional decisions, the choice of materials, and learning outcomes, and the case studies afford readers the opportunity to ground these ideas in actual classroom practice. Readers will gain insight about how to foster a challenging, cognitively rich, and exciting classroom climate that propels students toward a richer understanding of mathematics.

**Stein, Mary K. : **

Mary Kay Stein, Margaret Schwan Smith, Marjorie A. Henningsen, and Edward A. Silver spent nearly a decade collaborating on QUASAR, a national mathematics reform project funded by the Ford Foundation and housed at the Learning Research and Development Center. Doctors Stein, Smith, and Silver currently hold faculty positions at the University of Pittsburgh, and Henningsen is a research specialist at the Learning Research and Development Center at the University of Pittsburgh.

**Smith, Margaret S. : **

Mary Kay Stein, Margaret Schwan Smith, Marjorie A. Henningsen, and Edward A. Silver spent nearly a decade collaborating on QUASAR, a national mathematics reform project funded by the Ford Foundation and housed at the Learning Research and Development Center. Doctors Stein, Smith, and Silver currently hold faculty positions at the University of Pittsburgh, and Henningsen is a research specialist at the Learning Research and Development Center at the University of Pittsburgh.

**Henningsen, Marjorie A. : **

Mary Kay Stein, Margaret Schwan Smith, Marjorie A. Henningsen, and Edward A. Silver spent nearly a decade collaborating on QUASAR, a national mathematics reform project funded by the Ford Foundation and housed at the Learning Research and Development Center. Doctors Stein, Smith, and Silver currently hold faculty positions at the University of Pittsburgh, and Henningsen is a research specialist at the Learning Research and Development Center at the University of Pittsburgh.

**Silver, Edward A. : **

Foreword | |

Acknowledgments | |

Introduction | |

Analyzing Mathematics Instructional Tasks | p. 11 |

Using Cognitively Complex Tasks in the Classroom | p. 24 |

Learning from Cases | p. 33 |

Introduction to the Cases | p. 41 |

Linking Fractions, Decimals, and Percents Using an Area Model | p. 47 |

Multiplying Fractions with Pattern Blocks | p. 65 |

Giving Meaning to Measures of Central Tendency | p. 81 |

Using Algebra Tiles to Multiply Monomials and Binomials | p. 96 |

Organizing Data | p. 110 |

Solving Problems | p. 121 |

References | p. 137 |

Index | p. 141 |

About the Authors | p. 145 |

Table of Contents provided by Blackwell. All Rights Reserved. |

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Summary

Teachers and teacher educators interested in synthesizing their current practice with new mathematics standards will welcome this highly useful volume. Author Mary Kay Stein and her colleagues at the QUASAR Project at the University of Pittsburgh present prevalent cases of mathematics instruction drawn from their research of nearly 500 classroom lessons. The Mathematical Tasks Framework, developed by the authors and explained thoroughly in the book, offers teachers and teacher educators the means to evaluate instructional decisions, the choice of materials, and learning outcomes, and the case studies afford readers the opportunity to ground these ideas in actual classroom practice. Readers will gain insight about how to foster a challenging, cognitively rich, and exciting classroom climate that propels students toward a richer understanding of mathematics.

Author Bio
Mary Kay Stein, Margaret Schwan Smith, Marjorie A. Henningsen, and Edward A. Silver spent nearly a decade collaborating on QUASAR, a national mathematics reform project funded by the Ford Foundation and housed at the Learning Research and Development Center. Doctors Stein, Smith, and Silver currently hold faculty positions at the University of Pittsburgh, and Henningsen is a research specialist at the Learning Research and Development Center at the University of Pittsburgh.

Mary Kay Stein, Margaret Schwan Smith, Marjorie A. Henningsen, and Edward A. Silver spent nearly a decade collaborating on QUASAR, a national mathematics reform project funded by the Ford Foundation and housed at the Learning Research and Development Center. Doctors Stein, Smith, and Silver currently hold faculty positions at the University of Pittsburgh, and Henningsen is a research specialist at the Learning Research and Development Center at the University of Pittsburgh.

Mary Kay Stein, Margaret Schwan Smith, Marjorie A. Henningsen, and Edward A. Silver spent nearly a decade collaborating on QUASAR, a national mathematics reform project funded by the Ford Foundation and housed at the Learning Research and Development Center. Doctors Stein, Smith, and Silver currently hold faculty positions at the University of Pittsburgh, and Henningsen is a research specialist at the Learning Research and Development Center at the University of Pittsburgh.

**Stein, Mary K. : **

**Smith, Margaret S. : **

**Henningsen, Marjorie A. : **

**Silver, Edward A. : **

Table of Contents

Foreword | |

Acknowledgments | |

Introduction | |

Analyzing Mathematics Instructional Tasks | p. 11 |

Using Cognitively Complex Tasks in the Classroom | p. 24 |

Learning from Cases | p. 33 |

Introduction to the Cases | p. 41 |

Linking Fractions, Decimals, and Percents Using an Area Model | p. 47 |

Multiplying Fractions with Pattern Blocks | p. 65 |

Giving Meaning to Measures of Central Tendency | p. 81 |

Using Algebra Tiles to Multiply Monomials and Binomials | p. 96 |

Organizing Data | p. 110 |

Solving Problems | p. 121 |

References | p. 137 |

Index | p. 141 |

About the Authors | p. 145 |

Table of Contents provided by Blackwell. All Rights Reserved. |

Publisher Info

Publisher: Teacher's College Press

Published: 2000

International: No

Published: 2000

International: No

**Stein, Mary K. : **

**Smith, Margaret S. : **

**Henningsen, Marjorie A. : **

**Silver, Edward A. : **

Foreword | |

Acknowledgments | |

Introduction | |

Analyzing Mathematics Instructional Tasks | p. 11 |

Using Cognitively Complex Tasks in the Classroom | p. 24 |

Learning from Cases | p. 33 |

Introduction to the Cases | p. 41 |

Linking Fractions, Decimals, and Percents Using an Area Model | p. 47 |

Multiplying Fractions with Pattern Blocks | p. 65 |

Giving Meaning to Measures of Central Tendency | p. 81 |

Using Algebra Tiles to Multiply Monomials and Binomials | p. 96 |

Organizing Data | p. 110 |

Solving Problems | p. 121 |

References | p. 137 |

Index | p. 141 |

About the Authors | p. 145 |

Table of Contents provided by Blackwell. All Rights Reserved. |