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Appendix E: How the Mathematics at Work High-Leverage Team Actions Support the NCTM Principles to Actions: Ensuring Mathematical Success for All

Kanold, Timothy D. Solution Tree Press ePub

APPENDIX E

How the Mathematics at Work High-Leverage Team Actions Support the NCTM Principles to Actions: Ensuring Mathematical Success for All

The Beyond the Common Core: A Handbook for Mathematics in a PLC at Work series and the Mathematics at Work process include ten high-leverage team actions teachers should pursue collaboratively every day, in every unit, and every year. The goals of these actions are to eliminate inequities, inconsistencies, and lack of coherence so the focus is on teachers’ expectations, instructional practices, assessment practices, and responses to student-demonstrated learning. Therefore, the Mathematics at Work process provides support for NCTM’s Guiding Practices for School Mathematics as outlined in the 2014 publication Principles to Actions: Ensuring Mathematical Success for All (p. 5). Those principles are:

•   Curriculum principle—An excellent mathematics program includes a curriculum that develops important mathematics along coherent learning progressions and develops connections among areas of mathematical study and between mathematics and the real world.

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Chapter 2 During the Unit

Kanold, Timothy D. Solution Tree Press ePub

CHAPTER 2

During the Unit

The choice of classroom instruction and learning activities to maximize the outcome of surface knowledge and deeper processes is a hallmark of quality teaching.

—Mary Kennedy

Learning is experience. Everything else is just information.

—Albert Einstein

Much of the daily work of your teacher teams occurs during the unit of instruction. This makes sense, as it is during the unit that teachers place into action much of the team effort put forth in their before-the-unit work.

Your role is to support teachers’ efforts in data gathering, sharing, feedback, and action regarding student learning that forms the basis of an in-class formative assessment process throughout the unit. The teacher sharing of in-class formative assessment processes provides the platform that allows your collaborative teams to make needed adjustments to instruction, tasks, and activities that will better support student learning during the unit.

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Chapter 2

Kanold, Timothy D. Solution Tree Press PDF

CHAPTER 2

During the Unit

The choice of classroom instruction and learning activities to maximize the outcome of surface knowledge and deeper processes is a hallmark of quality teaching.

—Mary Kennedy

Learning is experience. Everything else is just information.

—Albert Einstein

Much of the daily work of your teacher teams occurs during the unit of instruction. This makes sense, as it is during the unit that teachers place into action much of the team effort put forth in their beforethe-unit work.

Your role is to support teachers’ efforts in data gathering, sharing, feedback, and action regarding student learning that forms the basis of an in-class formative assessment process throughout the unit. The teacher sharing of in-class formative assessment processes provides the platform that allows your collaborative teams to make needed adjustments to instruction, tasks, and activities that will better support student learning during the unit.

A teacher team–led effective formative assessment process also empowers and motivates students to make needed adjustments during class in their ways of thinking about and doing mathematics that lead to further learning.

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Appendix A: Standards for Mathematical Practice

Kanold, Timothy D. Solution Tree Press ePub

APPENDIX A

Standards for Mathematical Practice

Source: NGA & CCSSO, 2010, pp. 6–8. © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Used with permission.

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

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Appendix E

Kanold, Timothy D. Solution Tree Press PDF

APPENDIX E

How the Mathematics at Work High-Leverage

Team Actions Support the NCTM �Principles to

Actions: Ensuring Mathematical Success for All

The Beyond the Common Core: A Handbook for Mathematics in a PLC at Work series and the Mathematics at Work process include ten high-leverage team actions teachers should pursue collaboratively every day, in every unit, and every year. The goals of these actions are to eliminate inequities, inconsistencies, and lack of coherence so the focus is on teachers’ expectations, instructional practices, assessment practices, and responses to student-demonstrated learning. Therefore, the Mathematics at Work process provides support for NCTM’s Guiding Practices for School Mathematics as outlined in the 2014 publication

Principles to Actions: Ensuring Mathematical Success for All (p. 5). Those principles are:

●●

●●

●●

●●

●●

●●

Curriculum principle—An excellent mathematics program includes a curriculum that develops important mathematics along coherent learning progressions and develops connections among areas of mathematical study and between mathematics and the real world.

See All Chapters

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