PDF Download 5 Practices for Orchestrating Productive Mathematics Discussions [NCTM]By Margaret Schwan Smith Mary Kay Stein

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5 Practices for Orchestrating Productive Mathematics Discussions [NCTM]By Margaret Schwan Smith Mary Kay Stein

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Learn the 5 practices for facilitating effective inquiry-oriented classrooms

Anticipating what students will do--what strategies they will use--in solving a problem

Monitoring their work as they approach the problem in class

Selecting students whose strategies are worth discussing in class

Sequencing those students' presentations to maximize their potential to increase students' learning

Connecting the strategies and ideas in a way that helps students understand the mathematics learned

This book presents and discusses an framework for orchestrating mathematically productive discussions that are rooted in student thinking.

The 5 Practices framework identifies a set of instructional practices that will help teachers achieve high-demand learning objectives by using student work as the launching point for discussions in which important mathematical ideas are brought to the surface, contradictions are exposed, and understandings are developed or consolidated. By giving teachers a road map of things that they can do in advance and during whole-class discussions, these practices have the potential for helping teachers to more effectively orchestrate discussions that are responsive to both students and the discipline.

Includes a Professional Development Guide.

• Sales Rank: #22839 in Books
• Brand: Brand: National Council of Teachers of Mathematics
• Published on: 2011-04-15
• Original language: English
• Number of items: 1
• Dimensions: 7.09" h x .31" w x 10.00" l, .0 pounds
• Binding: Paperback
• 104 pages

• Used Book in Good Condition

Review
5 Practices for Orchestrating Productive Mathematics Discussions provides teachers with concrete guidance for engaging students in discussions that make the mathematics in classroom lessons transparent to all. These instructional practices are extremely timely in light of the focus on Standards for Mathematical Practice in the Common Core State Standards for Mathematics,band they will support teachers and students in engaging in these standards. This book will serve as a valuable foundation in our upcoming professional development. --Catherine Martin, Mathematics and Science Director 2011-04-15)

Ensuring that students have the opportunity to reason mathematically is one of the most difficult challenges that teachers face. A key component is creating a classroom in which discourse is encouraged and leads to better understanding. Productive discourse is not an accident, nor can it be accomplished by a teacher working on the fly, hoping for a serendipitous student exchange that contains meaningful mathematical ideas. While acknowledging that this type of teaching is demanding, Smith and Stein present five practices that any teacher can use to implement
coherent mathematical conversations. By using the five practices, teachers will learn to teach effectively in this way. --Frederick Dillon, Mathematics Teacher

As a veteran teacher, I found that the book diagnosed several problems that I had unknowingly created for my students' classroom discussions. I now have a prescription for curing these problems. --Lori Lovato

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• Sales Rank: #589914 in eBooks
• Published on: 2014-02-18
• Released on: 2014-02-18
• Format: Kindle eBook

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• Sales Rank: #3232959 in Books
• Published on: 2001-10-02
• Original language: English
• Number of items: 1
• Dimensions: .81" h x 7.49" w x 9.72" l,
• Binding: Paperback
• 256 pages

From the Back Cover

Carol Alexander is Professor of Finance and Chair of Risk Management at the ISMA Centre, University of Reading and formerly a Director and Head of Market Risk Modelling for Nikko Global Holdings and Academic Director of Algorithmics Inc. She has published over 30 papers in international journals and was the founding Editor-in-Chief of NetExposure, the electronic journal of financial risk, sponsored by Algorithmics. Her editorial experience includes 12 books on mathematics and finance, most recently two volumes on Measuring and Modelling Financial Risk and New Markets and Products (Wiley, 1998) and Visions of Risk (Financial Times Prentice Hall, 2000).

Carol has developed many models of risk management and investment analysis through consulting, training and research. She has given numerous training courses, seminars and conference presentations on measurement of market, credit and operational risk and on quantitative investment techniques. Carol Alexander also designs commercial software for risk management, portfolio management and trading. Her price prediction model won the first international non-linear financial forecasting competition in 1996.

About the Author
* * * * * * * Carol Alexander is Professor of Finance and Chair of Risk Management at the ISMA Centre, University of Reading and formerly a Director and Head of Market Risk Modelling for Nikko Global Holdings and Academic Director of Algorithmics Inc. She has published over 30 papers in international journals and was the founding Editor-in-Chief of NetExposure, the electronic journal of financial risk, sponsored by Algorithmics. Her editorial experience includes 12 books on mathematics and finance, most recently two volumes on Measuring and Modelling Financial Risk and New Markets and Products (Wiley, 1998) and Visions of Risk (Financial Times Prentice Hall, 2000). Carol has developed many models of risk management and investment analysis through consulting, training and research. She has given numerous training courses, seminars and conference presentations on measurement of market, credit and operational risk and on quantitative investment techniques. Carol Alexander also designs commercial software for risk management, portfolio management and trading. Her price prediction model won the first international non-linear financial forecasting competition in 1996.

Excerpt. © Reprinted by permission. All rights reserved.
Introduction

Mastering Risk Volume 1: Concepts provides a comprehensive overview of important concepts in risk management, including: risk measurement and management; risk strategy; operational risk; regulation; political risk; insurance and systemic risk. These concepts touch on a wide range of disciplines, such as psychology, law, marketing, and statistics. There are many short articles that are written at a non-technical level by leading academics and specialist practitioners working in the field of risk management.

Mastering Risk Volume 2: Models also contains contributions from leading academics and top industry practitioners working in the field of risk management. However each of the 14 chapters are written at an advanced level that assumes readers are somewhat familiar with the area. Several chapters have a high mathematical content; these aim to provide an in-depth understanding of the latest issues and the most important practical problems in risk measurement and management. The book has been divided into three parts, covering market, credit and operational risks. Detailed summaries of each chapter are given in the part introductions.

Market risks have been the subject of extensive research for many years, with option pricing and risk measurement being the main focus of theoretical and quantitative analysis. As market become more liquid and open, much data are available for this analysis. The net result is that huge progress has been made towards our understanding of market risks during the last two decades. We now view the Black-Scholes formula as only a crude approximation to reality in many cases and the same could be said of the standard "historical" statistical measures of risk. This has been a driving force behind a vast international research effort into better pricing models and better risk models.

The chapters in the first part of the book represent some of the most important recent contributions towards an advanced understanding of market risks. Each has been written by acknowledged experts in their field. Two chapters examine the pricing of options under more realistic assumptions for price processes, showing how they may be mispriced if traditional methods are used. Three of the chapters introduce new and more effective methods for measuring market risk. The last chapter focuses on model risk, which concerns both option pricing and risk management.

The second part of the book contains four chapters on credit risks. During the last few years there has been an enormous resurgence of interest in this area, driven in part by the imminent changes by regulators for credit risk requirements in the Basel 2 Accord. Many different theoretical models for pricing the risks of default have been proposed during the last few years, but data that are relevant for modeling credit default and credit migration are relatively difficult to obtain; consequently it is not yet clear which models perform best.

The first chapter in Part 2 provides a general framework for credit risk measurement by portfolio models. Portfolio models of credit risks are still at an early stage of development and more work is essential before credit VaR type models will be acceptable for the measurement of credit risk capital. The other three chapters focus on the estimation of default and migration probabilities and the pricing of credit risky products: new models for pricing collateralized bond obligations; an extensive and critical survey of the many different models for pricing default risk; and a clear explanation of the difference between real-world and risk-neutral default probabilities and the circumstances in which each should be applied.

The last part of the book is about "operational risk," a term that has become a catch-all for financial risks that are not market or credit risks. Last year it became clear that the Basel committee will introduce minimum capital requirements to cover operational risks in the Basel 2 amendment that is due for implementation in 2004. Naturally this has been a catalyst for an intense research effort into this area. However there are many different types of operational risks and they have quite diverse characteristics; consequently a rather wide variety of financial and mathematical models are currently under consideration. Several aspects of measuring and managing operational risks are surveyed in this book: the response to the proposed changes in regulations; the insurance and securitization of operational risks; the design of an operational risk system; and an introduction to Bayesian methods and how they may be applied to the measurement and management of operational risks.

This book brings together recent cutting-edge research in financial risk measurement and management by some of the leading experts in their field. I would like to thank all the authors for their excellent contributions, and the editorial staff at Pearson Education for brining the book to publication. I would also like to thank Rosalind Oxley and Julian T. Kirby of ICBI, a leading producer of finance conference forums in Europe. Every year ICBI host several large summits on risk management and financial derivatives and this book began as a collection of papers that were presented at ICBI forums in 1999 and 2000. For many years ICBI have provided a forum for leading experts to show case their latest research and this book is a testimony to the extremely high calibre of speakers and presentations at their events.Carol Alexander
Professor of Risk Management,
ISMA Centre, University of Reading, UK

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Get Free Ebook The Christian Mind: How Should a Christian Think?By Harry Blamires

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In this now classic book, noted scholar and author Harry Blamires perceptively diagnoses some of the weaknesses besetting the church with insights as fresh and relevant today as they were in the 1960s. Arguing that a distinctively Christian reasoning has been swept away by secular modes of thought and politically correct assumptions, the author calls for the recovery of the authentically Christian mind. "America needs a shot of intellectual insulin directly to its oft-sleepy mind. Harry Blamires is calling out to Christians to think once again. To Blamires, Jesus is not some spongy source of giddy joy. He is the Christ-the hope of 'hard boiled' secularity." -Calvin Miller, Southwestern Baptist Theological Seminary "Must reading for those in places of spiritual leadership, and in whose hands in borne the responsibility for the nurturing of Christians." -Pulpit Helps Harry Blamires is a highly respected teacher and author of more than thirty books. He has won a wide following of both British and American readers for his provocative works in theology, education, English literature, and fiction. His other works include Where Do We Stand?, On Christian Truth, and The Post-Christian Mind.

• Sales Rank: #457799 in eBooks
• Published on: 2015-06-03
• Released on: 2015-06-03
• Format: Kindle eBook

About the Author
HARRY BLAMIRES is an Anglican theologian, literary critic, and novelist. Now retired, he served as head of the English department at King Alfred's College in Winchester, England. Blamires started writing at the encouragement of C. S. Lewis, his friend and tutor. The Christian Mind, his best-known work, has been used as a textbook at hundreds of bible colleges and seminaries around the world. He is also the author of The Bloomsday Book: A Guide through Ulysses and A Short History of English Literature, among many other works.

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Product details

File Size: 5868 KB

Print Length: 134 pages

Publisher: Atheneum Books for Young Readers; 1st edition (August 30, 2011)

Publication Date: August 30, 2011

Sold by: Simon and Schuster Digital Sales Inc

Language: English

ASIN: B004U7G7RY

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Amazon Best Sellers Rank:

#636,355 Paid in Kindle Store (See Top 100 Paid in Kindle Store)

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Great book!

intriguing background information to what these hero's endured. Including a background of where mining began~

It's an okay read but trying to enlarge graphics is a nightmare. The words blur to the point their unreadable.

This book was on our summer reading list for middle school...my daughter loved it.

summer reading requirement for 13-year-old boy before 8th grade. He didn't complain, so it's a winner!

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