The Common Core Mathematics Companion: The Standards Decoded, High School: What They Say, What They Mean, How to Teach Them

When it comes to math, standards-aligned is achievement-aligned...

Since The Common Core Mathematics Companions for grades K-2, 3-5 and 6-8 burst on the scene, they have been lauded as the best resources for making critical math ideas easy to teach. With this brand-new volume, high school mathematics success is at your fingertips.

The authors lay out the pieces of an in-depth explanation, showing the mathematical progression of each conceptual category, how standards connect within and across domains, and what teachers and students should be doing every day to foster deep learning.


Author: Frederick L. Dillon, W. Gary Martin, Basil M. Conway
Publisher: Corwin Publishers
Published: 10/13/2017
Pages: 504
Binding Type: Spiral
Weight: 2.69lbs
Size: 10.80h x 9.30w x 1.10d
ISBN: 9781506332260

About the Author
Martin, W. Gary: - W. Gary Martin is Emily R. and Gerald S. Leischuck Endowed Professor in the Department of Curriculum and Teaching at Auburn University, where he teaches undergraduate and graduate courses in mathematics education and serves as co-director of the Mathematics Teacher Education Partnership (www.MTE-Partnership.org), a national coalition of universities seeking to improve the preparation of secondary mathematics teachers. He has been a writer on multiple standards documents, including Principles and Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 2000), Focus in High School Mathematics: Reasoning and Sense Making (NCTM, 2009), and Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014). Most recently, he was the lead writer for high school on the Standards for Preparing Teachers of Mathematics (Association of Mathematics Teacher Educators, 2017). He has presented extensively on mathematics education, particularly the teaching and learning of geometry, mathematics curriculum and standards, and mathematics teacher preparation. Previously, Martin served as the director of research for NCTM and has also held positions at the University of Hawai?i and Northern Illinois University. He began his career as a high school mathematics teacher, a role that remains central to his professional identity.Strutchens, Marilyn E.: - Marilyn E. Strutchens is the Emily R. and Gerald S. Leischuck Endowed Professor for Critical Needs and the Mildred Cheshire Fraley Distinguished Professor of Mathematics Education in the Department of Curriculum and Teaching at Auburn University and coordinator of secondary mathematics education. She is also the Director of the Professional Mathematics Learning Communities Project between TEAM-Math and the Alabama Mathematics, Science, and Technology Initiative. She teaches courses in mathematics education. Strutchens is a member of the Board of Directors for the National Council of Teachers of Mathematics and serves on the Advisory Committee for the Education and Human Resource Directorate for the National Science Foundation. She has held positions at the University of Maryland at College Park and the University of Kentucky. Her research interests include mathematics teacher preparation, equity issues in mathematics education, and teacher leader development. Recently, she was one of the writers for the Standards for Preparing Teachers of Mathematics (Association of Mathematics Teacher Educators [AMTE], 2017). She was the series editor for AMTE's Second Monograph Series, editor for the special equity issue of the Journal of Mathematics Teacher Education published in February 2012, and has co-edited several National Council of Teachers of Mathematics (NCTM) books including, Focus on High School Mathematics: Fostering Reasoning and Sense Making for All Students, The Learning of Mathematics 69th NCTM Yearbook, and Changing the Faces of Mathematics: Perspectives on African Americans. She has also authored and co-author several book chapters and journal articles. In addition, she has given numerous presentations. In addition, she was the AMTE 2017 Judith Jacob's Lecturer. Conway, Basil M.: - Basil Conway IV is currently an Assistant Professor of Mathematics Education in the College of Education and Health Professions at Columbus State University and serves as the mathematics education graduate program director. He serves on numerous doctoral committees as both a chair and methodologist. He earned his B.S., M.S., and PhD. from Auburn University in mathematics education in 2005, 2012, and 2015 respectively. He also completed his M.S. in statistical science from Colorado State University in 2010.

Basil previously spent 10 years teaching in public middle and high schools before he became a teacher educator. During this time, he also worked as an instructor at a local junior college. Over the past 15 years of service in teaching mathematics and future teachers of mathematics he has served in various local mathematics education leadership positions and organizations including Transforming East Alabama Mathematics (TEAM-Math), Auburn University's Teacher Leader Academy, East Alabama Council for Teachers of Mathematics, Woodrow Wilson Fellow, National Mathematics and Science Initiative, and A+ College Ready. His recent works on teaching mathematics for social justice have been published in NCTM's Access and Equity: Promoting High-Quality Mathematics in Grades 9-12 (2018) and Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments (2019).

Basil's lens for teaching and student learning draw heavily from Vygotsky's theory of social constructivism in which language and culture play essential roles in human's intellectual development. Thus, he believes the co-construction of knowledge is paramount in the development of students social and mathematical identities. He believes teachers, parents, other students, cultural norms, and other cultural communicative devices play a critical role in shaping students' knowledge of society and mathematics. His research has specifically focused on the development of statistical reasoning and social awareness in social constructivist learning environments.
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