Launching mathematical success

2019 ◽  
Vol 25 (4) ◽  
pp. 249-252
Author(s):  
Dittika Gupta ◽  
Lara K. Dick
Keyword(s):  
Real World ◽  
Success For All ◽  
Design Task ◽  
Mathematical Ideas ◽  
Mathematical Success ◽  
Paper Airplane

Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) calls for integrating into the classroom real-world activities that connect mathematical ideas to other subjects and contexts. Motivated by the desire to make these connections, we devised a paper airplane design task to engage students in various STEM concepts.

Connecting Representations: Using Predict, Check, Explain

2016 ◽  
Vol 21 (8) ◽  
pp. 492-496 ◽  
Author(s):  
George J. Roy ◽  
Vivian Fueyo ◽  
Philip Vahey ◽  
Jennifer Knudsen ◽  
Ken Rafanan ◽  
...  
Keyword(s):  
Real World ◽  
Teaching Practices ◽  
Instructional Strategy ◽  
Student Thinking ◽  
Success For All ◽  
Mathematical Discussion ◽  
The Real ◽  
Mathematical Success

Although educators agree that making connections with the real world, as advocated by Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014), is important, making such connections while addressing important mathematics is elusive. We have found, however, that math content coupled with the instructional strategy of predict, check, explain can bridge such real-world contexts. In so doing, this procedure supports the research-informed teaching practices of using evidence of student thinking and aiding meaningful mathematical discussion.

Promoting Mathematical Connections Using Three-Dimensional Manipulatives

2017 ◽  
Vol 22 (8) ◽  
pp. 488-492
Author(s):  
Farshid Safi ◽  
Siddhi Desai
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Three Dimensional ◽  
Mathematical Understanding ◽  
Success For All ◽  
Sense Making ◽  
Problem Solving Skills ◽  
Mathematical Ideas ◽  
Mathematical Connections ◽  
Mathematical Success

Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) gives teachers access to an insightful, research-informed framework that outlines ways to promote reasoning and sense making. Specifically, as students transition on their mathematical journey through middle school and beyond, their knowledge and use of representations should continually develop in complexity and scope. “[Students] will need to be able to convert flexibly among these representations. Much of the power of mathematics comes from being able to view and operate on objects from different perspectives” (NCTM 2000, p. 361). In fact, when students represent, discuss, and make connections among different mathematical ideas by using different methods, they engage in deeper sense making and improve their problem-solving skills while refining their mathematical understanding (Fuson, Kalchman, and Bransford 2005; Lesh, Post, and Behr 1987).

Improving Mathematics Discourse through Action Research

2019 ◽  
Vol 112 (4) ◽  
pp. 302-306 ◽  
Author(s):  
Christopher W. Parrish ◽  
Ruby L. Ellis ◽  
W. Gary Martin
Keyword(s):  
Mathematics Teaching ◽  
Mathematics Classroom ◽  
Central Element ◽  
Success For All ◽  
Mathematical Ideas ◽  
Mathematical Connections ◽  
Mathematics Discourse ◽  
Mathematics Educators ◽  
Mathematical Success ◽  
Support Students

NCTM identified eight Mathematics Teaching Practices within its reform-oriented text, Principles to Actions: Ensuring Mathematical Success for All (2014). These practices include research-informed, high-leverage processes that support the in-depth learning of mathematics by all students. Discourse within the mathematics classroom is a central element in these practices. The goal of implementing the practice facilitate meaningful discourse is to give students the opportunity to “share ideas and clarify understandings, construct convincing arguments regarding why and how things work, develop a language for expressing mathematical ideas, and learn to see things from other perspectives” (NCTM 2014, p. 29). To further support implementing meaningful discourse, mathematics educators must become adept at posing questions that require student explanation and reflection, hence, pose purposeful questions, which is another of the eight practices. Posing purposeful questions allows “teachers to discern what students know and adapt lessons to meet varied levels of understanding, help students make important mathematical connections, and support students in posing their own questions” (NCTM 2014, pp. 35-36).

The Decision-Making Protocol for Mathematics Coaching: Addressing the Complexity of Coaching With Intentionality and Reflection

2019 ◽  
Vol 7 (2) ◽  
pp. 27-43 ◽  
Author(s):  
Courtney Baker ◽  
Melinda Knapp
Keyword(s):  
Decision Making ◽  
Mathematics Teaching ◽  
Professional Growth ◽  
Classroom Practices ◽  
Success For All ◽  
Classroom Teachers ◽  
Mathematics Coaching ◽  
Mathematics Coaches ◽  
Mathematical Success ◽  
Coaching Activities

More than ever, mathematics coaches are being called on to support teachers in developing effective classroom practices. Coaching that influences professional growth of teachers is best accomplished when mathematics coaches are supported to develop knowledge related to the work of coaching. This article details the implementation of the Decision-Making Protocol for Mathematics Coaching (DMPMC) across 3 cases. The DMPMC is a framework that brings together potentially productive coaching activities (Gibbons & Cobb, 2017) and the research-based Mathematics Teaching Practices (MTPs) in Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014) and aims to support mathematics coaches to purposefully plan coaching interactions. The findings suggest the DMPMC supported mathematics coaches as they worked with classroom teachers while also providing much-needed professional development that enhanced their coaching practice.

Tools for Facilitating Meaningful Mathematics Discourse

2019 ◽  
Vol 24 (6) ◽  
pp. 354-361
Author(s):  
Michael D. Steele
Keyword(s):  
Classroom Discourse ◽  
Success For All ◽  
Mathematics Discourse ◽  
Mathematical Success ◽  
Research Based Practices

This article explores facilitating meaningful mathematics discourse, one of the research-based practices described in Principles to Actions: Ensuring Mathematical Success for All. Two tools that can support teachers in strengthening their classroom discourse are discussed in this, another installment in the series.

Detecting and Reducing Bias in Questioning Patterns

2019 ◽  
Vol 24 (5) ◽  
pp. 282-289 ◽  
Author(s):  
Beth Herbel-Eisenmann ◽  
Niral Shah
Keyword(s):  
Teaching Practices ◽  
Implicit Bias ◽  
Success For All ◽  
Questioning Patterns ◽  
Mathematical Success

This article explores teaching practices described in NCTM's Principles to Actions: Ensuring Mathematical Success for All. Investigating and mitigating implicit bias in questions are discussed in this article, which is another installment in the series.

Engaging Students with Mathematics through Play

2018 ◽  
Vol 24 (3) ◽  
pp. 179-183
Author(s):  
Karina K. R. Hensberry ◽  
Ian Whitacre ◽  
Kelly Findley ◽  
Jennifer Schellinger ◽  
Mary Burr Wheeler
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Success For All ◽  
Virtual Tools ◽  
Link Type ◽  
University Of Colorado ◽  
Mathematical Success ◽  
The University ◽  
Interactive Simulations ◽  
Mathematics And Science

Mathematics teaching that provides opportunities for play embodies many of the Mathematics Teaching Practices described in Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014). PhET interactive simulations (or sims), developed by the PhET Project at the University of Colorado Boulder (http://phet.colorado.edu), are freely available virtual tools that promote play and exploration in mathematics and science topics for K-16 students.

Implementing the “Curriculum and Evaluation Standards”: Ladders and Saws

1993 ◽  
Vol 86 (6) ◽  
pp. 510-513
Author(s):  
Debra Tvrdik ◽  
Dave Blum
Keyword(s):  
Real World ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
School Year ◽  
Real World Applications ◽  
Geometry Class

How many of our students begin the school year apprehensive and fearful of their geometry class? They enter the room having heard all sorts of horror stories about the dreaded two-column proof and all those theorems. Too often, geometry is taught mechanically with an emphasis on recalling facts. The NCTM's Curriculum and Evaluation Standards (1989) calls for a move away from geometry as a tour through a collection of predetermined Euclidean theorems and their proofs. Instead, they advocate greater attention to approaches using coordinates and transformations, to real-world applications and modeling, and to investigations leading to student-generated theorems and conjectures, with supporting arguments expressed orally or in paragraph form. As teachers, we search for activities that will involve our students in the study of geometry and help them to understand the “whys” behind the facts. The following activity employs several strategies to enable students to make conjectures, construct mathematical ideas, and use mathematics as a tool to communicate with others.

What Is in the Daily News? Problem-Solving Opportunities!

1999 ◽  
Vol 5 (7) ◽  
pp. 390-394
Author(s):  
Robyn Silbey
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Daily News ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
The Everyday ◽  
Everyday World ◽  
Real World Problems

In An Agenda for Action, the NCTM asserted that problem solving must be at the heart of school mathematics (1980). Almost ten years later, the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stated that the development of each student's ability to solve problems is essential if he or she is to be a productive citizen. The Standards assumed that the mathematics curriculum would emphasize applications of mathematics. If mathematics is to be viewed as a practical, useful subject, students must understand that it can be applied to various real-world problems, since most mathematical ideas arise from the everyday world. Furthermore, the mathematics curriculum should include a broad range of content and an interrelation of that content.

Real Experiences with Virtual Worlds

2012 ◽  
pp. 41-56 ◽  
Author(s):  
Andrew Cram ◽  
John G. Hedberg
Keyword(s):  
Conceptual Framework ◽  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Role Play ◽  
Educational Opportunities ◽  
Design Parameters ◽  
Design Task ◽  
Design And Implementation ◽  
Role Play Simulation

The virtual world provides a useful experimental space in which learners can experience the design parameters of a real world task. The importance of the simulated space is that it enables the learner to explore their solution to a design task. This chapter explores some educational opportunities offered by virtual world simulations, and presents a conceptual framework to guide their design and implementation. The framework is illustrated by exploring three contrasting simulation examples. In particular, the examples explain how simulations within virtual worlds can be linked to real world performances and provide an efficient way of developing difficult concepts. The examples outline different types of simulations: an exploratory simulation for learning socio-scientific inquiry; a role play simulation involving an ethically toned situation; and a design simulation in which learners test and refine their ideas for subsequent creation using concrete materials.

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