We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
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Student Engagement with the “Into Math Graph" Tool
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
Instruction and Learning through Formative Assessments
Michael J. Bossé, Kathleen Lynch-Davis, Kwaku Adu-Gyamfi, and Kayla Chandler
Teachers can use rich mathematical tasks to measure students' conceptual understanding.
Formative Assessment at Work in the Classroom
Lorraine M. Baron
Assessment tools–a rubric, exit slips–inform instruction, clarify expectations, and support learning.
Principles to Actions: Mathematics Programs as the Core for Student Learning
Daniel Brahier, Steve Leinwand, and DeAnn Huinker
The National Council of Teachers of Mathematics (NCTM) launched the “standards-based” education movement in North America in 1989 with the release of Curriculum and Evaluation Standards for School Mathematics, an unprecedented action to promote systemic improvement in mathematics education. Now, twenty-five years later, the widespread adoption of the Common Core State Standards for Mathematics (CCSSM) by forty-five states provides an opportunity to reenergize and focus our commitment to significant improvement in mathematics education (CCSSI 2010).
Algebra Homework: A Sandwich!
D. Bruce Jackson
Given two slices of bread—a problem and the answer—students fill in the fixings: their own mathematics reasoning.
The Future of High School Mathematics
Jim Fey, Sol Garfunkel, Diane Briars, Andy Isaacs, Henry Pollak, Eric Robinson, Richard Scheaffer, Alan Schoenfeld, Cathy Seeley, Dan Teague, and Zalman Usiskin
Countries that have made progress on international assessments of mathematics achievement have national consensus on goals and sustained commitment to change over time. The Common Core State Standards provide a framework for such effort in the U. S., if we focus on five key elements of curriculum, teaching, and assessment.
Open-ended Questions and the Process Standards
Wendy B. Sanchez
Educating students—for life, not for tests—implies incorporating open-ended questions in your teaching to develop higher-order thinking.
Improving Student Reasoning in Geometry
Bobson Wong and Larisa Bukalov
Parallel geometry tasks with four levels of complexity involve students in writing and understanding proof.
Sound Off!: The Myth of Differentiation in Mathematics: Providing Maximum Growth
Jason Lee O'Roark
After teaching high school mathematics in Maryland for three years, I began teaching sixth-grade mathematics in one of the best school districts in Pennsylvania (according to state test scores) and have been teaching there for the past six years. My high school teaching background led me to differentiate differently from my colleagues. I share my observations of the result of the differences in methodology and my conclusions from those observations, and I offer a plan to implement changes in the way that mathematics is taught.
Prepare for More Realistic Test Results
Matthew R. Larson and Steven Leinwand
The potential drop in reported state proficiency rates when the new CCSSM assessments are implemented will require adjusted expectations.
