Embedded Files
We are committed to the use of high-quality instructional materials (HQIM) and providing ongoing support for teaching using these materials in ways that support each and every student's learning, with particular attention to black, brown, and native students as well as multi-lingual learners.
Professional Learning Goals
Professional Learning Goals
In conjunction with the district's Unit Planning Cycle, participating K-5 instructional coaches are learning to lead
collaborative lesson unpacking with a lens on
identifying the mathematical learning goals and session flow;
anticipating students' responses;
analyzing the cognitive demand and potential student mathematical discourse; and
planning high-level mathematical thinking and discourse.
collaborative debriefing through video clubs focused on
students' opportunities to learn;
teacher implementation of ambitious and equitable teaching practice, for example, cognitive-demand of planned and enacted "critical moment," math-talk levels in classroom discourse, and teacher questioning other moves to support learning; and lesson launches and talk routines to facilitate high-level engagement of each and every student; and
teacher reflection and goal-setting.
Resources
Resources
Cooke, J., & Rigelman, N. (2016, January/February). East metro mathematics leadership project, part 2: A look into the lesson study cycle. The Oregon Mathematics Teacher, 35-40.
Humphreys, C., & Parker, R. (2015). Making number talks matter: Developing mathematical practices and deepening understanding, grades 4-10. Stenhouse.
Kazemi, E., & Hintz, A. (2014). Intentional talk: How to structure and lead productive mathematical discussions. Stenhouse.
National Council of Teachers of Mathematics (NCTM). (2014). Principles to actions: Ensuring mathematical success for all. Author.
Parker, R., & Humphreys, C. (2023). Digging deeper: Making number talks matter even more, grades 3-10. Routledge.
Parrish, S. D. (2011). Number talks build numerical reasoning. Teaching Children Mathematics, 18(3), 198-206.
Parrish, S. (2014). Number talks: Helping children build mental math and computation strategies, grades K-5. Math Solutions.
Parrish, S., & Dominick, A. (2016). Number talks: Fractions, decimals, and percentages. Math Solutions
Rigelman, N. R. (2024) Supporting high-level tasks and talk through lesson study. Mathematics Teacher: Learning and Teaching PK-12, 117(10), 720-728.
Rigelman, N., Crane, S., Petrick, K., & Shrier, D. (2018). Math makeover: A school-university partnership transforms elementary math instruction. The Learning Professional, 39(2), 34-38.
Rigelman, N. R. (2011). Bring•do•leave: Nurturing reasoning and sense making. Teaching Children Mathematics, 18(3), 190-197.
Smith, M. S., Bill, V., & Hughes, E. K. (2008). Thinking through a lesson: Successfully implementing high-level tasks. Mathematics Teaching in the Middle School. 14(3), 132-138.
Stein, M. K., Engle, R. A., Hughes, E. K., & Smith, M. S. (2008). Orchestrating productive mathematical discussions: Helping teachers learn to better incorporate student thinking. Mathematical Thinking and Learning, 10(4), 313-340.
References
References
Boaler, J., & Humphreys, C. (2005). Connecting mathematical ideas: Middle school video cases to support teaching and learning. Heinemann.
Fernandez, C., Cannon, J., & Chokshi, S. (2003). A US-Japan Lesson Study collaboration reveals critical lenses for examining practice. Teaching and Teacher Education, 19(2), 171-185.
Rigelman, N. M. (2017). Learning in and from practice with others. In L. West & M. Boston (Eds.), Annual perspectives in mathematics education: Assessment to enhance teaching and learning. National Council of Teachers of Mathematics.
Smith, M. S., & Stein, M. K. (2011). 5 practices for orchestrating productive mathematics discussions. National Council of Teachers of Mathematics.
Stein, M. (2009). Implementing standards-based mathematics instruction : A casebook for professional development (2nd ed.). Reston, VA: New York: National Council of Teachers of Mathematics; Teachers College Press.
Stepanek, J., Appel, G., Leong, M., Mangan, M.T., & Mitchell, M. (2007). Leading lesson study: A practical guide for teachers and facilitators. Corwin Press.
Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. Summit Books.
Weaver, D., Dick, T., & Rigelman, N. M. (2005, September). Assessing the quantity and quality of student discourse in mathematics classrooms. Paper presented at Math Science Partnership Evaluation Summit, Minneapolis, MN. Available at: http://hub.mspnet.org/entry.cfm/12626.
National Science Foundation • Discovery Research K-12
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