Foreword |
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ix | |
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Acknowledgments |
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xv | |
Introduction |
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1 | (10) |
PART I THE MATHEMATICAL TASKS FRAMEWORK |
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Analyzing Mathematics Instructional Tasks |
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11 | (13) |
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Defining Levels of Cognitive Demand of Mathematical Tasks |
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12 | (2) |
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Matching Tasks with Goals for Student Learning |
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14 | (1) |
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Differentiating Levels of Cognitive Demand |
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15 | (3) |
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Gaining Experience in Analyzing Cognitive Demands |
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18 | (4) |
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Moving Beyond Task Selection and Creation |
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22 | (2) |
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Using Cognitively Complex Tasks in the Classroom |
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24 | (9) |
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The Evolution of Tasks During a Lesson |
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24 | (2) |
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Patterns of Task Setup and Implementation |
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26 | (7) |
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33 | (8) |
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Theoretical Considerations |
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33 | (2) |
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Moving on to Considerations of One's Own Practice |
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35 | (2) |
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Advantages to Guided Reflection |
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37 | (4) |
PART II THE CASES |
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Introduction to the Cases |
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41 | (6) |
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The Cases and Supporting Materials |
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41 | (2) |
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How to Orchestrate Teacher Learning from the Cases |
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43 | (4) |
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Linking Fraotions, Decimals, and Percents Using an Area Model |
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47 | (18) |
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The Case of Ron Castleman |
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47 | (9) |
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56 | (1) |
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56 | (5) |
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Possible Solution Strategies |
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61 | (4) |
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Multiplying Fractions with Pattern Blocks |
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65 | (16) |
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The Case of Fran Gorman and Kevin Cooper |
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65 | (11) |
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76 | (1) |
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76 | (5) |
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Giving Meaning to Measures of Central Tendency |
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81 | (15) |
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The Case of Trina Naruda and Ursula Hernandez |
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81 | (9) |
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90 | (1) |
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91 | (5) |
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Using Algebra Tiles to Multiply Monomials and Binomials |
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96 | (14) |
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The Case of Monique Butler |
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96 | (8) |
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104 | (1) |
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105 | (5) |
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110 | (11) |
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110 | (7) |
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117 | (1) |
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117 | (4) |
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121 | (16) |
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The Case of Jerome Robinson |
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121 | (6) |
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127 | (1) |
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127 | (3) |
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Possible Solution Strategies |
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130 | (7) |
References |
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137 | (4) |
Index |
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141 | (4) |
About the Authors |
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145 | |