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TUSD educators of mathematics support students in learning how to deliberately increase opportunities at higher DOK levels and facilitate self regulation through multi-directional interactions (including justification, reasoning, convincing) in order to balance conceptual understanding, procedural fluency, and problem solving so that each student adjusts and deepens his/her mathematical understanding. Education stakeholders use student evidence to have discussions around students’ mathematical understanding in order to justify instructional strategies that deepened and adjust existing practices.
Click here for more information about the TUSD pathways for secondary education.
The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years.
Depth of Knowledge
Depth of Knowledge
Depth of Knowledge (DOK) is a way to think about content complexity, not content difficulty. The framework is used to identify the amount of rigor for an assessment question and tasks given in the classroom. Karen Hess' Cognitive Rigor Matrix at the right outlines curricular examples at each of the four levels of DOK.
DOK Karen Hess.pdfCalifornia Assessment of Student Performance and Progress (CAASPP)
California Assessment of Student Performance and Progress (CAASPP)
Students take the CAASPP Test in 6th, 7th, 8th, and 11th grades.
Secondary Mathematics Routines
Secondary Mathematics Routines
TUSD Secondary teachers are trained in the Mathematics Learning by Design model.
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