Beyond the Common Core. Juli K. Dixon
and the National Council of Supervisors of Mathematics. He has authored numerous articles and chapters on school mathematics, leadership, and professional development for education publications.
In 2010, Dr. Kanold received the prestigious international Damen Award for outstanding contributions to the leadership field of education from Loyola University Chicago. He also received the Outstanding Administrator Award from the Illinois State Board of Education in 1994 and the Presidential Award for Excellence in Mathematics and Science Teaching in 1986.
Dr. Kanold earned a bachelor’s degree in education and a master’s degree in applied mathematics from Illinois State University. He completed a master’s in educational administration at the University of Illinois and received a doctorate in educational leadership and counseling psychology from Loyola University Chicago.
To learn more about Dr. Kanold’s work, visit his blog Turning Vision Into Action at http://tkanold.blogspot.com, or follow @tkanold on Twitter.
To book Dr. Kanold for professional development, contact [email protected].
About the Authors
Juli K. Dixon, PhD, is a professor of mathematics education at the University of Central Florida (UCF) in Orlando. She coordinates the award-winning Lockheed Martin/UCF Academy for Mathematics and Science for the K–8 master of education program as well as the mathematics track of the doctoral program in education. Prior to joining the faculty at UCF, Dr. Dixon was a secondary mathematics educator at the University of Nevada–Las Vegas and a public school mathematics teacher in urban school settings at the elementary, middle, and secondary levels.
She is a prolific writer who has authored and coauthored books, textbooks, chapters, and articles. She is a coauthor of school mathematics textbooks for grades ranging from kindergarten to high school. A sought-after speaker, Dr. Dixon has delivered keynotes and other presentations throughout the United States. She has served as chair of the National Council of Teachers of Mathematics Student Explorations in Mathematics Editorial Panel and as a board member for the Association of Mathematics Teacher Educators. At the state level, she has served on the board of directors for the Nevada Mathematics Council and is past president of the Florida Association of Mathematics Teacher Educators.
Dr. Dixon earned a bachelor’s degree in mathematics and education from SUNY–Potsdam, a master’s degree in mathematics education from Syracuse University, and a doctorate in curriculum and instruction with an emphasis in mathematics education from the University of Florida.
Thomasenia Lott Adams, PhD, is an associate dean and professor of mathematics education in the College of Education at the University of Florida. She has mentored many future teachers of mathematics and mathematics teacher educators. She is the author of an elementary mathematics text series, academic books, and numerous refereed journal articles. Dr. Adams is a nationally known presenter at conferences and for professional development in school settings, which often includes teaching mathematics in grades K–8. She is a trained National School Reform Faculty Certified Critical Friends Group Coach.
Dr. Adams previously served as editor for the Mathematical Roots Department in Mathematics Teaching in the Middle School and coeditor for the Investigations Department of Teaching Children Mathematics. She is a past board member for the Association of Mathematics Teacher Educators and School Science and Mathematics Association. She is also a past president of the Florida Association of Mathematics Teacher Educators and recipient of the Mary L. Collins Teacher Educator of the Year Award from the Florida Association of Teacher Educators.
She has engaged in many high-impact mathematics education projects, including Algebra Nation, an online platform for supporting the teaching and learning of algebra. Dr. Adams was the team leader for mathematics and science job-embedded professional development for middle and high school mathematics and science teachers.
She earned a bachelor of science in mathematics from South Carolina State University and a master of education and doctorate of philosophy in instruction and curriculum with an emphasis in mathematics education from the University of Florida.
Edward C. Nolan is preK–12 director of mathematics for Montgomery County Public Schools in Maryland. He has nineteen years of classroom experience in both middle and high schools and was department chair for fifteen years. An active member of the National Council of Teachers of Mathematics, he is president-elect of the Maryland Council of Supervisors of Mathematics. Nolan is also a consultant for Solution Tree and the Resident Teacher Professional Preparation Program at the University of Central Florida, where he provides support for preservice teachers and their in-service mentors on the Common Core State Standards for mathematics.
Nolan has been published in the Banneker Banner, a publication of the Maryland Council of Teachers of Mathematics, and Mathematics Teaching in the Middle School, a publication of the National Council of Teachers of Mathematics (NCTM), and he has conducted professional development at the state, regional, and national levels, including webinars for NCTM and TODOS: Mathematics for ALL. His research interests lie in supporting students in developing algebraic thinking and reasoning. In 2005, Nolan won the Presidential Award for Excellence in Mathematics and Science Teaching.
He is a graduate of the University of Maryland. He earned a master’s degree in educational administration from Western Maryland College.
To book Juli K. Dixon, Thomasenia Lott Adams, or Edward C. Nolan for professional development, contact [email protected].
Introduction
You have high impact on the front lines as you snag children in the river of life.
—Tracy Kidder
Your work as an elementary school mathematics teacher is one of the most important, and at the same time, one of the most difficult jobs to do well in education. Since the release of our 2012 Solution Tree Press series Common Core Mathematics in a PLC at Work™, our authors, reviewers, school leaders, and consultants from the Mathematics at Work™ team have had the opportunity to work with thousands of grades K–5 teachers and teacher teams from across the United States who are just like you: educators trying to urgently and consistently seek deeper and more meaningful solutions to a sustained effort for meeting the challenge of improved student learning. From California to Virginia, Utah to Florida, Oregon to New York, Wisconsin to Texas, and beyond, we have discovered a thirst for implementation of K–12 mathematics programs that will sustain student success over time. A focus on the elementary grades is a significant component of the K–12 effort toward improved student learning.
Certainly, the Common Core State Standards (CCSS) for mathematics have served as a catalyst for much of the national focus and conversation about improving student learning. However, your essential work as a teacher of grades K–5 mathematics and as part of a collaborative team in your local school and district takes you beyond your state’s standards—whatever they may be. As the authors of the National Council of Teachers of Mathematics (Leinwand et al., 2014) publication Principles to Actions: Ensuring Mathematical Success for All argue, standards in and of themselves do not describe the essential conditions necessary to ensure mathematics learning for all students. You, as the classroom teacher, are the most important ingredient to student success.
Thus, this K–5 mathematics teaching and assessing handbook is designed to take you beyond the product of standards themselves by providing you and your collaborative team with the guidance, support, and process tools necessary to achieve mathematics program greatness within the context of higher levels of