|What aspect of future teacher development is addressed by the resource? Check all that apply.||What is the name/title of the resource?||What is the URL for the resource?||What type of credential(s) does your resource relate to?||Tell us about your resource. How and when is it used? What makes it impactful? If appropriate, how it is student work evaluated?|
|Developing Mathematics Content for Future Teachers, Planning Tools for Future Teachers||SBAC Item and Task Specification||http://www.smarterbalanced.org/smarter-balanced-assessments/||Single Subject Mathematics||It is useful for identifying specific learning objectives.Scroll down to the Mathematics heading, then select grade level 3-5, 6-8, or high school for item and task specifciations correlated to Common Core Mathematics standards.|
|Instructional Strategies/Skills Tools for Future Teachers||Principles to Actions||http://www.nctm.org/principlestoactions/||Multiple Subjects, Single Subject FLM, Single Subject Mathematics, Education Specialist||The Principles to Actions book from NCTM defines and describes the principles and actions, including 8 specific teaching practices, that are essential for a high-quality mathematics education for all students. This research-based publication can inform math methods coursework across K-12. A discussion guide and executive summary are included at the link provided. The full e-book is available here: http://www.nctm.org/catalog/product.aspx?ID=14859|
|Instructional Strategies/Skills Tools for Future Teachers||Technology Integration Matrix||http://fcit.usf.edu/matrix/matrix.php||Multiple Subjects, Single Subject FLM, Single Subject Mathematics||This matrix offers descriptions of what it means to leverage technology in increasingly powerful ways to support deep learning. Each cell includes video examples of what these practices look like in real classrooms by clicking on the abacus icon (for math examples).|
|Instructional Strategies/Skills Tools for Future Teachers||Implementing the Math Practice Standards||http://mathpractices.edc.org/browse-by-mps||Multiple Subjects, Single Subject FLM, Single Subject Mathematics||The illustrations on this site are designed to help teachers better understand how to engage students in the mathematical practices. There are 25 tasks, student work samples, and teacher reflection questions covering grades 5-10.|
|Planning Tools for Future Teachers||Math in the Real World||http://www.thirteen.org/get-the-math/||Single Subject FLM, Single Subject Mathematics||This site, as well as the others listed below, offers video examples of real world applications of mathematics. These are rich resources for developing lessons aligned with the 21st century skills framework and CCSSM. All but the last one are free.|
|Assessment Tools for Future Teachers||Open Middle Problems||http://www.openmiddle.com/||Multiple Subjects, Single Subject FLM, Single Subject Mathematics||This site represents an effort to share collections of assessment items that allow multiple pathways to a solution (thus, open middle). Note not every standard has items yet, but maybe credential students can contribute more to help grow this free resource!|
|Addressing Misconceptions or Unproductive Beliefs about Mathematics and/or Learners of Mathematics||Frustrated Inner City Students Running Out of Ideas to Motivate Teachers||http://www.theonion.com/articles/frustrated-innercity-students-running-out-of-ideas,31018/||Single Subject FLM, Single Subject Mathematics||This short video clip from The Onion (yes, it's parady) prompts some deep thinking about the power of pre-conceptions of student ability. Together with 1-2 carefully selected articles, it can lead to productive discussions about expectations, motivation, etc. Some possible readings to pair with this are:|
Boaler, J. (2006). How a detracked mathematics approach promoted respect, responsibility, and high achievement. Theory Into Practice, 45(1), 40-46.
Gutierrez, R. (2000). Advancing African-American urban youth in mathematics: Unpacking the success of one math department. American Journal of Education, 109(1), 63–111.
Hogan, M. P. (2008). The tale of two Noras: How a Yup'ik middle schooler was differently constructed as a math learner. Diaspora, Indigenous, and Minority Education, 2(2), 90-114.
Zevenbergen, R. (2003). Teachers beliefs about teaching mathematics to students from socially-disadvantaged backgrounds: Implications for social justice. In L. Burton (Ed.) Which Way Social Justice in Mathematics Education? (pp. 133-151). Westport CONN/London: Praeger.
|Addressing Misconceptions or Unproductive Beliefs about Mathematics and/or Learners of Mathematics, Instructional Strategies/Skills Tools for Future Teachers||Dynalogue||http://dynabook.sri.com/dynalogue||Multiple Subjects, Single Subject FLM, Single Subject Mathematics, Education Specialist||It's a rapid dialogue creation mechanism that can be played over and over again to see how to teach students, address misconceptions and overall practice teaching moves.|
|Addressing Misconceptions or Unproductive Beliefs about Mathematics and/or Learners of Mathematics||A Stroke of Luck - Story about honoring students' ways of thinking||http://nctm.confex.com/nctm/2014AM/webprogram/Session22530.html||Multiple Subjects, Single Subject FLM, Single Subject Mathematics, Education Specialist||This presentation is based on the book, A Stroke of Luck, by UCF math education faculty, Julie Dixon, and her daugher, Alex, who following a stroke had to relearn basic mathematics, literacy, etc., that illustrates powerfully why we must provide students opportunities to learn in ways that make sense to them. More information about the book: http://www.astrokeofluck.net/|
|Developing Mathematics Content for Future Teachers, Addressing Misconceptions or Unproductive Beliefs about Mathematics and/or Learners of Mathematics, Instructional Strategies/Skills Tools for Future Teachers||List of CCSSM Web Resources, etc.||https://sites.google.com/site/eqalslb/||Single Subject FLM, Single Subject Mathematics||This was compiled for a CPEC grant (EQALS).|