CI 521
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
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
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
Hybrid: Sunnyside Environmental School, 3421 SE Salmon St, Portland, OR 97214 -or- via Zoom, see calendar invite for link
Meeting Dates: October 2, 9, 16, 23, November 6, 14, 27, December 4
Meeting Time: 4:30-7:30 pm
Required Text
(one of the following depending on grade band)National Council of Teachers of Mathematics. (2020a). Catalyzing change in early childhood and elementary mathematics: Initiating critical conversations. Author.
National Council of Teachers of Mathematics. (2018). Catalyzing change in high school mathematics: Initiating critical conversations. Author.
National Council of Teachers of Mathematics. (2020b). Catalyzing change in middle school mathematics: Initiating critical conversations. Author.
Other Readings
Aguirre, J. M., Mayfield-Ingram, K., & Martin, D. B. (2013). Identities, agency, and mathematical proficiency: What teachers need to know to support student learning. In J. M. Aguirre, K. Mayfield-Ingram, & D. B. Martin (Eds.) The impact of identity in K-8 mathematics learning and teaching: Rethinking equity-based practices (pp. 13-25). National Council of Teachers of Mathematics.
Aguirre, J. M., Mayfield-Ingram, K., & Martin, D. B. (2013). Mathematics assessment within equity-based practices. In J. M. Aguirre, K. Mayfield-Ingram, & D. B. Martin (Eds.) The impact of identity in K-8 mathematics learning and teaching: Rethinking equity-based practices (pp. 67-81). National Council of Teachers of Mathematics.
Borgioli, G. M. (2008). Equity for English Language Learners in the mathematics classroom. Teaching Children Mathematics, 15(3), 185-191.
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.
Fuchs, L. S., Newman-Gonchar, R., Schumacher, R., Dougherty, B., Bucka, N., Karp, K. S., Woodward, J., Clarke, B., Jordan, N. C., Gersten, R., Jayanthi, M., Keating, B., & Morgan, S. (2021). Assisting students struggling with mathematics: Intervention in the elementary grades (WWC 2021006). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/WWC/PracticeGuide/26.
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.
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.
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.
Leading • Learning • Life Changing