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Mathematics Teacher Leadership
Responsive Mathematics Instruction and Assessment
“Just, equitable, and inclusive mathematics learning opportunities for all students demand change in institutional structures, teaching and learning environments, and individual beliefs and actions.”
- NCTM, 2020, p. 25
Course Description
Course Description
Examine assets-based approaches to instruction and assessment that center on student thinking and reasoning. Consider ways responsive mathematics pedagogies attend to the strengths and needs of diverse learners. Analyze assessment practice and consider what it means to assess and provide feedback that activates students as owners of their learning. Includes 30-hour practicum.
Essential Questions
Essential Questions
How can mathematics teacher leaders influence learning within a school (i.e., teacher learning, student learning, other stakeholder learning)?
How do they design mathematics learning experiences responsive to each and every student’s learning needs and supportive of their positive identity development?
Course Logistics
Course Logistics
Meeting Day: Mondays Time: 4:30-7:30 pm
Meeting Dates: September 29; October 6, 20, 27; November 10, 17, 27; December 1 and 8
Modality: Synchronous online via Zoom, see calendar invite for link
Required Text
(one of the following depending on grade band)Required Text
National Council of Teachers of Mathematics. (2020a). Catalyzing change in early childhood and elementary mathematics: Initiating critical conversations.
National Council of Teachers of Mathematics. (2018). Catalyzing change in high school mathematics: Initiating critical conversations.
National Council of Teachers of Mathematics. (2020b). Catalyzing change in middle school mathematics: Initiating critical conversations.
Other Readings
Other Readings
Aguirre, J. M., Mayfield-Ingram, K., & Martin, D. B. (2024). The impact of identity in K-12 mathematics learning and teaching: Rethinking equity-based practices. National Council of Teachers of Mathematics.
Association of Mathematics Teacher Educators (AMTE) & National Council of Supervisors of Mathematics (NCSM). (2014). Improving student achievement in mathematics through formative assessment in instruction. https://amte.net/sites/default/files/overview_amte_ncsm_position_paper_formative_assessment.pdf.
Bay-Williams, J. M. (2023). Checking math IDs to launch the school year. Mathematics Teacher: Learning and Teaching, PK-12, 116(8), 566–569.
Boaler, J. & LaMar, T. (2019). Valuing difference and growth: A Youcubed perspective on special education. https://www.youcubed.org/wp-content/uploads/2019/02/SPED-paper-3.2019-Final.pdf
Borgioli, G. M. (2008). Equity for English language learners in the mathematics classroom. Teaching Children Mathematics, 15(3), 185-191.
Coleman, L. K. (2020). Build a bridge: Provide access to grade-level content for all students, Mathematics Teacher: Learning and Teaching PK-12, 113(7), 590-593.
Doherty, K. (2023). Advancing agency through conjecturing. Mathematics Teacher: Learning and Teaching, PK-12, 116(8), 592–597.
Drake, C., Land, T. J., Bartell, T. G., Aguirre, J. M., Foote, M. Q., McDuffie, A. R., & Turner, E. E. (2015). Three strategies for opening curriculum spaces. Teaching Children Mathematics, 21(6), 346-353.
Kalinec-Craig, C. A. (2017). The rights of the learner: A framework for promoting equity through formative assessment in mathematics education. Democracy and Education, 25(2), 1-11.
Kazemi, E., Gibbons, L. K., Lomax, K., & Franke, M. L. (2016). Listening to and learning from student thinking. Teaching Children Mathematics, 23(3), 182-190.
Lambert, R. (2021). The magic is in the margins: UDL math. Mathematics Teacher: Learning and Teaching PK-12, 114(9), 660-669.
Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 19-24.
Lewis, K. (2018). Difference, not deficit: Assessing issues of access in mathematics for students with disabilities. In S. Crespo, S. Celedón-Pattichis, & M. Civil (Eds.), Access and Equity: Promoting High-Quality Mathematics in Grades 3-5. NCTM.
National Council of Supervisors of Mathematics (NCSM). (2012). Improving student achievement by infusing highly effective instructional strategies into RtI Tier I instruction. Position paper 13 from the NCSM.
National Council of Supervisors of Mathematics (NCSM). (2015). Improving student achievement by infusing highly effective instructional strategies into Multi-Tiered Support Systems (MTSS)–Response to Intervention (RtI) Tier 2 instruction. Position paper 15 from the NCSM.
National Council of Teachers of Mathematics (NCTM). (2016). Providing opportunities for students with exceptional mathematical promise. Position paper from the NCTM.
National Council of Teachers of Mathematics. (2023). Procedural fluency in mathematics: Reasoning and decision-making, not rote application of procedures position. A position of the National Council of Teachers of Mathematics.
Rigelman, N., & Duden, M. (2023). (Re)humanizing assessment: “Sitting beside” students to make sense of their thinking. In K. J. Graham, R. Q. Berry, S. B. Bush, & D. Huinker (Eds.), Success Stories for Catalyzing Change in School Mathematics (pp. 27-36). National Council of Teachers of Mathematics.
Small, M. (2020). Good questions: Great ways to differentiate mathematics instruction (4th ed.) Teachers College Press.
Small, M., & Lin, A. (2010). More good questions: Great ways to differentiate mathematics instruction. Teachers College Press.
Storeygard, J., Hamm, J., & Fosnot, C. T. (2010). Determining what children know: Dynamic versus static assessment. In C. T. Fosnot (Ed.), Models of intervention in mathematics: Reweaving the tapestry, (pp. 45-69). National Council of Teachers of Mathematics.
Thomas, J. N., Eisenhardt, S., Fisher, M. H., Schack, E. O., Tassell, J., & Yoder, M. (2014/2015). Professional noticing: Developing responsive mathematics teaching. Teaching Children Mathematics, 21(5), 294-303.
Leading • Learning • Life Changing
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