: Integrating mathematics teaching practices into content instruction Conference for the Advancement of Mathematics Teaching (CAMT), San Antonio, Texas Wednesday, June 29, Ann Roman, Professional Learning Facilitator, Mathematics Denise Thornton, Professional Learning Facilitator, Mathematics Agenda Introduction to the Charles A. Dana Center A case for intentional coaching Connecting mathematics teaching practices to the mathematical process standards. Looking for productive struggle Supporting productive struggle through building classroom climate Reflection and questions 2 1
Introduction to the Charles A. Dana Center What we do Advance effective math and science education for all students, from kindergarten to college Provide innovative resources that promote student engagement, motivation, and persistence in support of academic achievement Work alongside teachers, administrators, and policymakers at the local, state, and national levels to support education systems that put students on a path to success 3 Effective teaching and learning An excellent mathematics program requires effective teaching that engages students in meaningful learning through individual and collaborative experiences that promote their ability to make sense of mathematical ideas and reason mathematically. NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: National Council of Teachers of Mathematics, page 7. 4 2
NCTM s Principles to Actions Mathematics Teaching Practices Establish mathematics goals to focus learning Implement tasks that promote reasoning and problem solving Use and connect mathematical representations Facilitate meaningful mathematical discourse Pose purposeful questions Build procedural fluency from conceptual understanding Support productive struggle in learning mathematics Elicit and use evidence of student thinking NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: National Council of Teachers of Mathematics, page 10. 5 NCTM s Principles to Actions Mathematics Teaching Practices Support productive struggle in learning mathematics. Effective teaching of mathematics consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle as they grapple with mathematical ideas and relationships. NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: National Council of Teachers of Mathematics, page 10. 6 3
Teaching practices and the TEKS Teaching Practices Productive Struggle TEKS Mathematical Process Standards 7 Productive struggle Inside Mathematics! Mentoring Mathematical Practice! Fran Dickinson! 1. Make sense of problems and persevere in solving them Fran Dickinson s lesson on numerical patterns 8 4
Productive struggle 9 Classroom climate Inside Mathematics! Classroom Climate! Building classroom climates for mathematical learning Mia Buljan s second grade lesson Walking away from wrong 10 5
Classroom climate 11 Classroom climate 12 6
Reflection Choose a teaching practice to be your first intentional focus. Determine which mathematical processes support your focus. Go explore Inside Mathematics (www.insidemathematics.org) for useful resources. 13 Resources for coaches, leaders, and teachers Spring.utdanacenter.org Inside Mathematics Free online resources for educators Support your coaches, WHAT S NEW support your teachers, improve mathematical Building Classroom Climates education for Mathematical Learning (elementary): videos and Inside Mathematics downloadable guides showing is a nationally recognized multimedia website for elementary students developing educators around the world. Visited by as many as key mathematical practices at 50,000 educators per month, Inside Mathematics the beginning, middle, and end provides free online resources to support math of the year. coaching, teaching, and learning. Its resources include the following. Resources for incorporating social and emotional learning (SEL) competencies in VIDEOS mathematics instruction and Coaching conversations (pre- and post- lesson) how these competencies Effective math classrooms support the mathematical Teacher practice (videos of full lessons) practices Student behavior (math discourse, persistence in problem-solving, articulating WHAT S COMING UP ideas, respectful disagreement) new videos and new lessons! Middle school videos Building DOWNLOADABLE RESOURCES Classroom Climates for Coaching resources (classroom observation Mathematical Learning guide, math teaching rubric) Fourth-grade lesson and video Teacher resources (Problems of the Month, on understanding fractions performance assessment tasks, lesson plans, and instructional support materials) Eighth-grade video on the Principal/administrator resources (building Pythagorean Theorem school culture, observation guide) What determines whether you have a high-skill job in the U.S.? Overwhelmingly, it s mathematics. It s the single biggest factor upward social and economic mobility. Philip Uri Treisman Executive Director, Charles A. Dana Center, and Professor of Mathematics insidemathematics.org 0405 Transforming the way teachers prepare students to excel in math and science. The Dana Center works with America s K 14 education systems to prepare every student to leave school poised for success in postsecondary education and the changing workforce. With a deep commitment to high academic standards and equal opportunity, the center works to ensure that students of all backgrounds have access to a highquality learning experience in math and science. HOW THE DANA CENTER MAKES AN IMPACT Inspires students Empowers teachers Supports education leaders Creates innovative instructional tools Influences education policies LEADING POSITIVE EDUCATION CHANGE Notable Programs and Initiatives Include: New Mathways Project Agile Mind Course Programs Implementation of College and Career Readiness Standards Urban District Leadership Network Texas Homeless Education Office ACE: A Community for Education What is the determinant of whether you have a high-skill job the U.S.? Overwhelmingly, it s mathematics. It s the single biggest factor in upward social and economic mobility. Philip Uri Treisman Executive Director, Charles A. Dana Center Professor of Mathematics We strive for a balance between evolutionary work building on what has succeeded in the past and revolutionary work innovating new solutions to emerging issues. FACTS AT A GLANCE Works with all 50 Texas community college systems to implement a statewide effort to transform student success in mathematics. Manages a network of district leaders in over 15 urban school districts in 13 states, serving more than two million students. Develops content for next-generation, in-classroom technology that has helped over 20,000 teachers engage more than two million students. Serves school districts in over 25 states to increase student performance in math and science. Produces over 100 resources and publications for policymakers, leaders and teachers. Improves education experiences for over 110,000 homeless students in 1,246 school districts in Texas. Provides low-income, early-elementary students in Austin with more than 150,000 hours of tutoring support. Translating research into practice to improve student engagement, motivation, persistence and achievement in math and science. utdanacenter.org 14 7
Contact information The Charles A. Dana Center www.utdanacenter.org/camt Ann Roman: Denise Thornton: romana@austin.utexas.edu denisethornton@austin.utexas.edu Twitter: @UTDCroman @UTDCDenise 15 8