Cheryl Rose Tobey – författare

"This book addresses the needs of teachers at every level in their teaching careers, as well as those who support and work with teachers. The processes can be used individually to guide professional learning and teaching, or within almost any professional development structure for facilitating group learning. " -Katherine E. Stiles, Senior Program Associate, WestEd "This resource supports continual professional growth of both content and pedagogical knowledge and will help teachers focus on the appropriate research. What a time saver this is!" -Rhonda Naylor, National Board Certified Mathematics Teacher Campus Middle School, Englewood, CO Attain the tools to plan and incorporate standards-based instruction that positively impacts student achievement!Becoming an accomplished mathematics teacher requires not only a thorough understanding of content, but also a familiarity with mathematics standards and research. However, a strategy for translating standards and research into instructional practice has been lacking since the advent of standards-based education reform. Mathematics Curriculum Topic Study provides a systematic professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment. Developed by authors Page Keeley and Cheryl M. Rose of the Maine Mathematics and Science Alliance, the NSF-funded Curriculum Topic Study (CTS) process can help educators align their practice with research-based concepts and skills required in local, state, and national standards. Successfully field-tested with hundreds of teachers, mathematics coordinators, and staff developers, this book contains 92 ready-to-use CTS guides arranged in seven categories that are aligned with NCTM content and process standards. Designed to work in a variety of contexts, the CTS process will help teachers: Increase their content and pedagogical knowledge Better understand and access mathematics research Translate standards to the classroom in a conscious, scholarly way Learn to recognize and address learning difficulties Increase opportunities for all students to achieve mathematical literacy An essential investment toward improving student achievement in mathematics for K-12 teachers, staff developers, directors of curriculum, department chairs and math educators, this innovative resource is also appropriate for preservice teachers and preservice higher education faculty.

"This book addresses the needs of teachers at every level in their teaching careers, as well as those who support and work with teachers. The processes can be used individually to guide professional learning and teaching, or within almost any professional development structure for facilitating group learning. " -Katherine E. Stiles, Senior Program Associate, WestEd "This resource supports continual professional growth of both content and pedagogical knowledge and will help teachers focus on the appropriate research. What a time saver this is!" -Rhonda Naylor, National Board Certified Mathematics Teacher Campus Middle School, Englewood, CO Attain the tools to plan and incorporate standards-based instruction that positively impacts student achievement!Becoming an accomplished mathematics teacher requires not only a thorough understanding of content, but also a familiarity with mathematics standards and research. However, a strategy for translating standards and research into instructional practice has been lacking since the advent of standards-based education reform. Mathematics Curriculum Topic Study provides a systematic professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment. Developed by authors Page Keeley and Cheryl M. Rose of the Maine Mathematics and Science Alliance, the NSF-funded Curriculum Topic Study (CTS) process can help educators align their practice with research-based concepts and skills required in local, state, and national standards. Successfully field-tested with hundreds of teachers, mathematics coordinators, and staff developers, this book contains 92 ready-to-use CTS guides arranged in seven categories that are aligned with NCTM content and process standards. Designed to work in a variety of contexts, the CTS process will help teachers: Increase their content and pedagogical knowledge Better understand and access mathematics research Translate standards to the classroom in a conscious, scholarly way Learn to recognize and address learning difficulties Increase opportunities for all students to achieve mathematical literacy An essential investment toward improving student achievement in mathematics for K-12 teachers, staff developers, directors of curriculum, department chairs and math educators, this innovative resource is also appropriate for preservice teachers and preservice higher education faculty.

"Uncovering Student Thinking in Mathematics shows us ways to listen and observe children and their mathematical understandings so we can find better ways to help them take their next learning steps. This book is a gift to educators who ′seek to understand before being understood.′"—From the Foreword by Anne Davies "A fresh and unique resource for mathematics teachers who recognize the importance of carefully establishing the starting points of instruction in terms of what students already know. The collection of assessment probes is inventive, engaging for students, and invaluable for teachers."—Richard H. Audet, Associate Professor, Roger Williams UniversityUse formative assessment probes to take the guesswork out of mathematics instruction and improve learning!Students learn at varying rates, and if a misconception in mathematics develops early, it may be carried from year to year and obstruct a student′s progress. To identify fallacies in students′ preconceived ideas, Uncovering Student Thinking in Mathematics offers educators a powerful diagnostic technique in the form of field-tested assessment probes—brief, easily administered activities to determine students′ thinking on core mathematical concepts. Designed to question students′ conceptual knowledge and reveal common understandings and misunderstandings, the probes generate targeted information for modifying mathematics instruction, allowing teachers to build on students′ existing knowledge and individually address their identified difficulties. Linked to National Council of Teachers of Mathematics standards, this invaluable handbook assists educators with:25 ready-to-use mathematical probesTeacher guides for implementing each probe at any grade levelExamples of typical obstacles and faulty thinking demonstrated by students This rich resource combines standards, educational research findings, and practical craft knowledge to help teachers deliver informed instruction that strengthens all students′ learning and achievement in mathematics.

"Cheryl Rose and Carolyn Arline provide a valuable resource to teachers who are interested in determining how their students think and answer questions in mathematics classes."—From the Foreword by Johnny W. LottDirector, Center for Excellence in Teaching and LearningUniversity of MississippiUse these targeted probes to assess secondary students′ grasp of key mathematics concepts!Research findings show that formative assessment is an important strategy for improving student achievement in mathematics. This practical resource by best-selling authors Cheryl M. Rose and Carolyn B. Arline provides tools and examples that allow middle and high school teachers to gauge students′ knowledge of core mathematics concepts and strengthen their ability to teach effectively.The authors provide 30 formative assessment probes—brief, easily administered activities targeting specific mathematics ideas—to reveal common understandings and misunderstandings in student thinking. Field-tested with teachers and students at various grade levels, these powerful diagnostic tools help teachers modify their teaching and identify areas that require more instruction. Written in accessible language, this invaluable book:Discusses standards, research results, and practical craft knowledgeDescribes the purpose, structure, and development of mathematics assessment probesHelps teachers build on students′ current understandings while addressing their identified difficultiesOffers examples of the faulty thinking students are likely to exhibit and typical obstacles they may encounterThese assessment probes will help teachers can make sound instructional choices and increase the mathematics knowledge of all their students!

"Cheryl Rose and Carolyn Arline provide a valuable resource to teachers who are interested in determining how their students think and answer questions in mathematics classes."—From the Foreword by Johnny W. LottDirector, Center for Excellence in Teaching and LearningUniversity of MississippiUse these targeted probes to assess secondary students′ grasp of key mathematics concepts!Research findings show that formative assessment is an important strategy for improving student achievement in mathematics. This practical resource by best-selling authors Cheryl M. Rose and Carolyn B. Arline provides tools and examples that allow middle and high school teachers to gauge students′ knowledge of core mathematics concepts and strengthen their ability to teach effectively.The authors provide 30 formative assessment probes—brief, easily administered activities targeting specific mathematics ideas—to reveal common understandings and misunderstandings in student thinking. Field-tested with teachers and students at various grade levels, these powerful diagnostic tools help teachers modify their teaching and identify areas that require more instruction. Written in accessible language, this invaluable book:Discusses standards, research results, and practical craft knowledgeDescribes the purpose, structure, and development of mathematics assessment probesHelps teachers build on students′ current understandings while addressing their identified difficultiesOffers examples of the faulty thinking students are likely to exhibit and typical obstacles they may encounterThese assessment probes will help teachers can make sound instructional choices and increase the mathematics knowledge of all their students!

Transform your mathematics instruction with this rich collection of formative assessment techniques

Award-winning author Page Keeley and mathematics expert Cheryl Rose Tobey apply the successful format of Keeley's best-selling Science Formative Assessment to mathematics. They provide 75 formative assessment strategies and show teachers how to use them to inform instructional planning and better meet the needs of all students. Research shows that formative assessment has the power to significantly improve learning, and its many benefits include:

Stimulation of metacognitive thinkingIncreased student engagementInsights into student thinkingDevelopment of a discourse community

The authors also provide important guidance with each technique, including usage tips and caveats, implementation examples, and suggested modifications. With practical strategies that are relevant for all grades and topic areas, Mathematics Formative Assessment provides the tools to transform teaching and learning in your classroom.

"Finally, a book to help teachers differentiate math instruction using their own individualized, current data! The practical, simple-to-use formative assessments allow teachers to identify areas of difficulty, correct misconceptions, and guide learning."—Renee Peoples, Fourth Grade Teacher and K–5 District Math FacilitatorSwain County Schools, NC

"This book offers ways for teachers to gain more insight into what their students know and don't know."—Carol Amos, Teacher Leader/Mathematics CoordinatorTwinfield Union School, VT

25 targeted probes that gauge students' mathematics comprehension in Grades K–5

Quickly identify each child's level of understanding with these easy-to-use assessment tools! This sequel to the bestseller Uncovering Student Thinking in Mathematics answers teachers' requests for more strategies to monitor classroom learning in real time. The authors provide 25 field-tested probes—brief, easily administered assessments—that can pinpoint students' areas of struggle in mathematics. Aligned with NCTM standards, these grade-appropriate probes are easy to implement immediately and help teachers:

Build on children's current understandings while addressing their identified difficultiesQuickly and objectively evaluate specific math skills Determine students' common mistakes and obstacles to learning math Measure learners' abilities and compare them to performance objectives

Tobey and Minton include their proprietary QUEST cycle model, which provides teachers with the necessary tools to make sound instructional choices and improve all students' mathematical knowledge.

Get to the core of your students’ understanding of math! Back by popular demand, Cheryl Tobey and new coauthor Emily Fagan bring you 25 entirely new formative assessment probes—this time specifically for Grades K–2 and directly aligned to the Common Core. Thousands of teachers have already discovered that using probes may be the single-best way to identify students’ understandings and misunderstandings of key math concepts and then follow-up with the most appropriate instructional choices.Organized by strand, the probes will enable you to: Objectively evaluate each child’s prior basic numeracy and math knowledge Systematically address common mistakes and obstacles before they become long-term problems Help students integrate new mathematical ideas and immediately pinpoint areas of struggle Plan targeted instruction that builds on students’ current understandings while addressing their identified difficulties With the help of these probes, K–2 teachers will eliminate once and for all the perception "some kids just aren’t good at math" and put all students on the path of lifelong proficiency. "Tobey and Fagan provide both a roadmap and GPS for navigating the Common Core Standards for Mathematics. In a time when teachers are asked to do more and more, this is a fabulous resource to guide instruction that will meet the needs of individual students. I was so impressed with the content, I found myself taking copious notes as I read."—Roxie R. Ahlbrecht, Math Intervention SpecialistLowell MST, Sioux Falls, SD "These probes get to the heart of the Common Core Standards. The Teacher Notes provide valuable guidance on interpreting student results and using the information to inform instruction."—Donna Boucher, K–5 Math Instructional CoachMorton Ranch Elementary School, Katy ISD, Katy, TX

Take the guesswork out of grades 3-5 math assessment! Expertly pinpoint and reverse your students’ common math difficulties with this must-have resource from best-selling authors Cheryl Tobey and Carolyn Arline. You’ll find 25 research-based assessment probes designed specifically for Grades 3-5 and the new Common Core Standards for Mathematics. Learn to ask the right questions to uncover just where your students get confused, and apply practical strategies to get them quickly back on track – while learning is already underway. It’s all here in this detailed and time-saving guide.

Organized by strand, the probes will enable you to:

Quickly and objectively identify and correct students’ difficulties Systematically address conceptual misunderstandings and procedural mistakes-- before they become long-term problems Plan targeted instruction and remediation in multiplication and division, problem solving, the four operations, factorization, and beyond Master the essential CCSM mathematical processes and proficiencies for Grades 3-5

With the help of sample student responses, extensive Teacher Notes, reproducibles, and research-based tips and resources, you’ll quickly eliminate the guesswork and join thousands of busy teachers who’ve used these easy-to-implement probes to foster solid math proficiency!

Uncovering Student Thinking About Mathematics in the Common Core, High School: 25 Formative Assessment Probes Cheryl Rose Tobey, Carolyn B. Arline "Not only does this book make strong connections to the CCSS, it provides a framework for teachers to improve their craft.  Identifying student misconceptions is an extremely important aspect of assessment and this book provides a solid format to aid teachers." —Randy Wormald, Math Teacher Kearsarge Regional High School, Sutton, NH Take the guesswork out of high school math instruction! Helping your students master high school mathematics just got a whole lot easier! Bestselling authors Cheryl Rose Tobey and Carolyn B. Arline provide 25 detailed and grade-level specific assessment probes that promote deep learning and expert math instruction. Learn to ask the right questions to uncover where and how students commonly get confused. Focused on subconcepts within the new Common Core State Standards for Mathematics and organized by strand, the probes will help you foster new and accurate skills--while learning is underway. You’ll learn how to  Quickly diagnose students’ common misconceptions and procedural mistakes Help students pinpoint areas of struggle Plan targeted instruction that builds on students’ current understandings while addressing difficulties with Algebra, Geometry,Functions, Logarithms, Statistics and Probability, Trigonometric Ratios, and more Elicit the skills and processes related to the Standards for Mathematical Practices You’ll find sample student responses, extensive Teacher Notes, and research-based tips and resources to help you instill new mathematical ideas. Includes the QUEST Cycle for effective, hands-on implementation. Now you can eliminate the guesswork once and for all and join thousands of busy high school teachers who’ve used these easy-to-implement tools to build solid math proficiency! Other Books From Corwin: 1. Tobey: Uncovering Student Thinking About Mathematics in the Common Core, Grades K–2, 978-1-4522-3003-0 2. Tobey: Uncovering Student Thinking About Mathematics in the Common Core, Grades 3-5, 978-1-4522-7024-1 3. Tobey: Uncovering Student Thinking About Mathematics in the Common Core, Grades 6-8, 978-1-4522-3088-7 Cheryl Rose Tobey is a Senior Mathematics Associate at Education Development Center (EDC). She is the implementation director for the Pathways to Mathematics Achievement Study and a mathematics specialist for the NSF-funded Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD) projects. She also serves as a project director for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Carolyn B. Arline is a secondary mathematics educator, currently teaching high school students in Maine. She also works as a teacher leader in the areas of mathematics professional development, learning communities, assessment, systematic school reform, standards-based teaching, learning and grading, student-centered classrooms, and technology. She has previously worked as a mathematics specialist at the Maine Mathematics and Science Alliance (MMSA) and continues her work with them as a consultant.

Make formative assessment work for you—and your math students!

 

Finally, formative assessment that adds up! Bringing Math Students Into the Formative Assessment Equation is the ultimate resource for helping teachers implement formative assessment in the middle school mathematics classroom.

 

And it’s much more than that. With this research-based, teacher-tested guide, you won’t just learn effective teaching strategies—you’ll turn your students into self-regulated learners. They’ll monitor and assess their own progress—and communicate to you about it! Features include:

 

A clear and manageable six-aspect instructional model Detailed strategies for helping students own their successes Real-life examples from middle school mathematics teachers Useful resources and a companion website to  help you implement formative assessment in your classroom

 

Formative assessment isn’t just for teachers anymore. With the help of this essential resource, you’ll work together with your students toward a common goal of math success.

 

 

 

 

“This book is outstanding. I would recommend it to any math educator.  The depth of research integrated into practice is extensive and, as a result, it is the most practical book I have come across related to formative assessment and mathematics The self-regulation aspects, as well as the ownership and involvement emphasized in the book, went beyond the traditional cognitive strategies endorsed in most books.”

Marc Simmons, Principal

Ilwaco Middle School, Ocean Beach School District, Long Beach, WA

“The ideas in this book are brought to life with examples of teachers and students in the classroom. The teacher voices, comments, and quotes lend credibility and are a big component of the book’s strengths as well as the visuals and graphics.”

Rita Tellez, Math Coordinator

Ysleta Independent School District, El Paso, TX