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PAPERBACK + PDF your price: $12.00 add to cart PAPERBACK list:$10.00 Web:$9.00 add to cart PDF BOOK your price: $8.00 add to cart PDF CHAPTERS your price: $1.30 select Rights & Permissions Free Resources PDF EXECUTIVE SUMMARY Display this book on your site! Related Titles Adding It Up: Helping Children Learn Mathematics Taking Science to School: Learning and Teaching Science in Grades K-8 Other Related Titles Helping Children Learn Mathematics (2002) Center for Education (CFE) Web Search Builder Use this book's key terms to search within this book, across our collection, or across the Web. Skim This Chapter Skim this chapter and use this chapter's key terms to search within this book. Reference Finder Paste in your own text to find books that relate to your topic. Page 38   E-mail  Facebook  Digg  Stumble  Twitter More The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. What Can Administrators Do? Embrace the overarching goal of math proficiency for all. Promote the idea to teachers and parents that math proficiency for all is both desirable and achievable. Become an instructional leader in your school. Spend time in math classrooms observing teachers and coaching teachers on teaching for proficiency. Provide for a math curriculum aligned with the goal of math proficiency and expect teachers to design their instructional program accordingly. Hire one or more math specialists for each elementary school. Ensure that sufficient time is allocated for learning math. Provide time and resources for ongoing district-wide and school-based professional development focused on math. Make available teacher stipends, released time, and other support for substantial and sustained professional development. Focus on coherent, multi-year programs. Attend staff development activities for administrators to become familiar with math proficiency and with how proficiency is attained. Page 38 Front Matter (R1-R8) Overview (1-1) Introduction (2-7) What Does It Mean to Be Successful in Mathematics? (8-23) How Does School Mathematics Need to Change for All Students to Become Mathematically Proficient? (24-33) What Can Parents and Caregivers Do? (34-36) What Can Teachers Do? (37-37) What Can Administrators Do? (38-38) What Can Policy Makers Do? (39-39) Notes and Credits (40-42)

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Helping Children Learn Mathematics What Can Administrators Do? Embrace the overarching goal of math proficiency for all. Promote the idea to teachers and parents that math proficiency for all is both desirable and achievable. Become an instructional leader in your school. Spend time in math classrooms observing teachers and coaching teachers on teaching for proficiency. Provide for a math curriculum aligned with the goal of math proficiency and expect teachers to design their instructional program accordingly. Hire one or more math specialists for each elementary school. Ensure that sufficient time is allocated for learning math. Provide time and resources for ongoing district-wide and school-based professional development focused on math. Make available teacher stipends, released time, and other support for substantial and sustained professional development. Focus on coherent, multi-year programs. Attend staff development activities for administrators to become familiar with math proficiency and with how proficiency is attained.

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professional development