Within a problem-based curriculum “students learn mathematics by doing mathematics.” Given the nature of math classrooms, however, students come with differing math identities, which means some students are more prone to see themselves as doers of mathematics than others. Furthermore, apparent inequities in math instruction suggest that some students have opportunities to bring their voice into the classroom, and others do not. In order to extend the invitation to all students to do mathematics, we must work to explicitly develop the math learning community.

Classroom environments that foster a sense of community that allows students to express their mathematical ideas—together with norms that expect students to communicate their mathematical thinking to their peers and teacher, both orally and in writing, using the language of mathematics—positively affect participation and engagement among all students (Principles to Action, NCTM).

To support teachers to develop math learning communities in their classrooms, the first six lessons of each Imagine Learning course embed structures to collectively identify what it looks like and sounds like to do math together, create, and reflect on classroom norms that support those actions.

Beyond the first six days, teachers should revisit these norms at least once a week to sustain the math learning community. Consistently returning to these ideas shows students that we value the math learning community as much as we value the math content. Students should also be provided with opportunities to reflect on the norms by stating which ones are the most challenging for them and why. Teacher reflection questions periodically remind teachers of points in a unit where it may be helpful to reflect on these norms.

A relatively small number of activities throughout the Imagine Learning program have been marked "optional." Some common reasons an activity might be optional include:

• The activity addresses a concept or skill that goes beyond the requirements of a standard. The activity is nice to do if there is time, but students won’t miss anything important if the activity is skipped.

• The activity provides an opportunity for additional practice on a concept or skill that we know many students (but not necessarily all students) need. Teachers should use their judgment about whether class time is needed for such an activity. 

Teaching mathematics is complex work. It requires teachers to plan lessons that offer each student access, elicit students’ ideas during these lessons, find ways in which to respond to those ideas, and build a classroom community where students feel known, heard, and seen. Teachers must always be flexible and timely in decision-making in order to engage students in rich mathematical discussions. Within each decision lies the opportunity to orient students to one another’s ideas and the mathematical goal, and position each student as a competent learner and doer of mathematics. One of the biggest challenges to learning from the work of teaching is that the majority, if not all, of a teacher’s learning, planning, and decision-making happens in isolation. 

Professional learning communities (PLCs), are spaces in which teachers can work together around planning and teaching. PLCs include any time teachers or coaches work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators (DuFour, R., Dufour, R., Eaker, R., & Many, T, 2006). 

To support teacher collaboration around planning and teaching, we have identified an activity in every unit section as a PLC activity. This activity was chosen because it is either a key mathematical idea of the section or requires a more complex facilitation. We also organized a structure for teachers to use as they work together in professional learning communities.

The suggested structure is categorized as pre-, during-, and post-lesson to offer teachers the opportunities to experiment with instruction during both planning and the classroom enactment by collectively discussing instructional decisions in the moment (Gibbons, Kazemi, Hintz, & Hartmann, 2017). These suggestions are meant to provide guidance for a professional learning community of teachers and coaches that meet to plan for upcoming lessons. While using all of the suggestions in the given structure is ideal, they are flexible enough to adapt to fit any teacher’s given schedule and context. 

Suggested before a professional learning community meeting

• Read the upcoming lesson that is the focus of the meeting.

• Review student cool-downs from previous lessons.

• Discuss: 

  • current student understandings

  • ways in which these understandings build toward the PLC activity

Suggested during a professional learning community meeting 

• Do the math of the PLC activity individually.

• Read the CCSS and learning goal addressed by the activity.

• Discuss how the standard and learning goal are reflected in what the activity is asking students to do. Think about: 

  • Are students conceptually explaining a new, or developing, understanding?

  • Are students making connections between a conceptual understanding and a procedure or process? 

• Based on students’ previous lesson cool-downs, discuss 1–2 ways students might complete the activity. 

• Discuss: 

  • How might student responses reflect the CCSS and lesson learning goal?

  • What unfinished learning might students have?

• Based on these discussions, make a plan for: 

  • look-fors as you monitor students during their work time

  • questions to ask that assess and advance student thinking 

  • the sharing of work and student discussion during the activity synthesis

Suggested after a professional learning community meeting 

• Record observations as students work.

• Review student cool-downs in relation to the learning goal of the lesson

Teachers can assign actual lesson cards to students. In your teacher account, classes can be formed within your full roster, which is how you can create groups. You can create a class with the student going on Independent Study, and then assign each lesson to this student's class. They can then access the full lesson, or any specific cards you assign to them. You can also assign the Digital Student Task Statements, which is a digital version of their workbook.

Here is a folder of resources to learn about supporting Multilingual Learners with the Math Language Routines that are embedded in Imagine Learning. A professional development module has been developed to guide in understanding the Math Language Routines and resources.

You can! If you have an external monitor to hook up to, you can have the teacher notes up on one screen and the student-facing cards (slide deck) up on the other screen. If it isn't working, your system preferences for "Arrangement" under Displays is likely checked to mirror displays. Open your system preferences, click on Displays, then click the Arrangement tab. Find where it says "mirror displays" and uncheck the box next to it. Now, you can present to students while still seeing your notes. When you move forward on either device, the other device will move to the next card as well. Here are video directions to help you set this up.