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Introduction
We see the importance of the broader goals of mathematics instruction, as exemplified by the CCSS Mathematical Practices (MPs) and issues of equity. Also, students often have negative views of mathematics and their ability to do mathematics, even in elementary school. However, there is strong evidence that students receiving quality social-emotional learning (SEL) instruction demonstrate, on average, academic achievement 11 percentile points higher than that of their counterparts who did not receive SEL instruction (Durlak et al., 2011).
SEL competencies are the specific skills, habits, and mindsets that fall under the umbrella of social-emotional learning. There is some agreement about the five SEL competencies: 1) self-awareness; 2) self-management; 3) social awareness; 4) relationship skills; and 5) responsible decision making. In addition to these competencies, equity and cultural issues and attitudes about math impact student learning.
We are interested in how elementary teachers may incorporate development of these SEL and MP competencies into their instruction with digital curricula.
Instructions
At the end of each week, for six weeks, please take 10-15 minutes to reflect, either in written or audio form, on the following set of questions related to SEL and MPs. Questions ask about both your instructional decisions with digital curricula and the impact of digital curricula on students.
After responding click the “Submission form” button to enter your responses EITHER in written or audio form.
Week 1: SEL Self-Awareness & MP Use appropriate tools strategically
Week 2: SEL Self-Management & MP Construct viable arguments and critique the reasoning of others
Week 3: SEL Social Awareness & MP Model with mathematics
Week 4: SEL Relationship Skills & MP Reason abstractly and quantitatively
Week 5: Equity/Cultural Issues & MP Attend to precision
Week 6: Attitudes about math & MP Look for and make use of structure
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