By Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles

ISBN-10: 1412972639

ISBN-13: 9781412972635

ISBN-10: 1412972647

ISBN-13: 9781412972642

Defining arithmetic training --
Bridging from the current to the long run --
Building rapport with academics --
Focusing at the curriculum --
Implementing the curriculum as designed --
Planning and coteaching classes --
Making pupil pondering seen --
Analyzing and reflecting on classes --
Charting long term development --
Working in the schooling procedure --
Sustaining momentum.

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Additional info for A guide to mathematics coaching : processes for increasing student achievement

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They will confide in a coach who is discreet and can be relied on to maintain confidentiality. If a teacher believes that a coach is talking about them to other teachers, parents, or administrators, then trust will be lost. Trust is at the heart of coaching, because trust is an important enabler for teachers to be willing to try new approaches and unfamiliar instructional strategies. • 25 26 • Preparing the Foundation Maintain content knowledge. A mathematics coach should have a rich mathematical background of content knowledge, from number theory and measurement to algebra and geometry to probability and data analysis.

Teachers assume that students know the mathematics they have been taught in prior classes but do not know other relevant information that will help them learn new methods and procedures. Teachers therefore add information, and students must make sense of it, properly filing it in the correct corner of their brains for future reference. Many teachers believe that “learning takes place primarily through memorization of facts and specific skills” (Caine & Caine, 1994, p. 4). The role of the teacher thus is to supply these facts and skills.

If a teacher believes that a coach is talking about them to other teachers, parents, or administrators, then trust will be lost. Trust is at the heart of coaching, because trust is an important enabler for teachers to be willing to try new approaches and unfamiliar instructional strategies. • 25 26 • Preparing the Foundation Maintain content knowledge. A mathematics coach should have a rich mathematical background of content knowledge, from number theory and measurement to algebra and geometry to probability and data analysis.

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A guide to mathematics coaching : processes for increasing student achievement by Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles


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