Examining Mathematics Practice through Classroom Artifacts Book

Preface

Acknowledgments

Chapter 1: Turning to the Evidence

Vignette: Jeffrey Stockdale

What are artifacts and why analyze them?

Learning to see through multiple lenses

Our vision of mathematical learning and teaching

A framework for using artifacts skillfully

Section 1: Attending to thinking

Chapter 2: Describing and Interpreting Classroom Artifacts

Vignette: Lorena and Linda’s solution to the Crossing the River problem

Why focus on evidence?

Using artifacts in your own classroom

Wrapping Up

Additional Exercises: Two Video Interviews

Chapter 3: Seeing the Potential in Student Thinking

Vignette: Toll House Cookies and other “errors”

Why focus on errors?

Using errors to see potential, instead of just deficits, in students’ thinking

General commentary about errors

Working with errors in your own practice

Wrapping up

Section 2: Attending to content

Chapter 4: Keeping an Eye on Rigorous Mathematics

Vignette: Jasmine and Nguyet

Naming and framing mathematical rigor

General Commentary on Using Mathematical Frameworks to Consider Mathematical Rigor

Wrapping Up

Chapter 5: Choosing, Using, and Connecting Mathematical Representations

Vignette: Ms. Ridgeway

General Commentary about Representations

Exercises

Your Own Practice and Work with Representations

Wrapping Up

Additional exercises

Section 3: Putting it All Together in the Classroom

Chapter 6: Putting it All Together

Vignette: Jeffrey Stockdale Part II

Exercises: Integrated Analysis of Whole Lessons

Linking to your own practice

Final thoughts

References

Book Study Guide

Deciding on a Facilitator

Structuring Your Book Study Sessions

Book Study Questions for Each Chapter

Reading Reaction Sheet

Appendices