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Help your students learn math and get results by working smarter, not harder! This book provides a research-based, classroom-tested framework that helps make teaching easier. Learn how to design your classroom physical space, develop productive routines, plan effective lessons and facilitate meaningful discussions by using formative assessment to help students learn.
This framework naturally integrates the Standards for Mathematical Practice in the Common Core Standards into the process of teaching. Spend your time working smarter not harder to get results in student learning!
This book is perfect for individual teachers, Professional Learning Communities (PLC’s), math coaches, for pre-service or in-service math methods courses.
RELATED RESEARCH ARTICLES
Lamberg, T., Gillette-Koyen, L., & Moss, D. (2020). Supporting teachers to use formative assessment for adaptive decision making. Mathematics Teacher Educator, 8(2), 37-58.
Amador, J., & Lamberg, T. (2013). Learning trajectories, lesson planning, affordances, and constraints in the design and enactment of mathematics teaching. Mathematical thinking and learning, 15(2), 146-170.
Lamberg, T, Moss, D, Bertolone-Smith, C (2018). An interpretive framework for collective learning in a mathematics classroom. Proceedings of the International Group of the Psychology of Mathematics Education Northern American Chapter Proceedings,
Moss, D, Bertolone-Smith, C & Lamberg, T. (2017). Influence of Daily Reflection on a Middle School Teachers Practice, Proceedings of the International Group of the Psychology of Mathematics Education Northern American Chapter Proceedings, Indianapolis, Indiana.
Moss, D., & Lamberg, T. (2016). Using a framework for three levels of sense making in a mathematics classroom. The Australian Mathematics Teacher, 72(2), 25-31
Lamberg, T. (2016). Design of a Professional Development Project aimed at creating System Wide Change and supports. Mathematics Education Scale up Project in the U.S. In Educating the Educators Conference Proceedings, Frieburg, Germany.
Lamberg, T., Koyen. L. & Moss, D. (2016). A study exploring how teachers analyze use formative assessment information within instruction. In Psychology of Mathematics, Education, Northern American Chapter, Tucson, AZ.