Spring 2006

Articles in this issue

• A FRAMEWORK FOR THE STRATEGIC USE OF CLASSROOM ARTIFACTS IN MATHEMATICS PROFESSIONAL DEVELOPMENT

  by Johannah Nikula, Lynn T. Goldsmith, Zuzka V. Blasi, Nanette Seago

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• BALANCING ACCOUNTABILITY AND STAFF DEVELOPMENT IN URBAN SCHOOL REFORM

  by Linnea Weiland

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• WHEN ONE SHOT IS ALL YOU’VE GOT: Bringing Quality Professional Development to Rural Mathematics Teachers

  by Jennifer L. Luebeck

  Criteria for “powerful” professional development in mathematics have been well documented by researchers and organizations. Unfortunately, barriers of distance, time, and expense impede rural teachers from attending conferences, workshops, and college courses built on these recommendations.

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• THE COURAGE TO BE CONSTRUCTIVIST MATHEMATICS LEADERS

  by Florence Glanfield, Debbie Pushor

  In this paper, we consider The Teaching Principle outlined in The Principles and Standards for School Mathematics (NCTM, 2000) and the importance of teacher learning and continuous development in mathematics learning and pedagogy.

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• UNLATCHING MATHEMATICS INSTRUCTION FOR ENGLISH LEARNERS

  by Leslie Garrison, Olga Amaral, Gregorio Ponce

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• WHAT IS THE FOCUS AND EMPHASIS ON CALCULATORS IN STATE-LEVEL K-8 MATHEMATICS CURRICULUM STANDARDS DOCUMENTS?

  by Kathryn Chval, Barbara Reys, Dawn Teuscher

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