“Mathematics is a subject that allows for precise thinking, but when that precise thinking is combined with creativity, flexibility, and multiplicity of ideas, the mathematics comes alive for people. Teachers can create such mathematical excitement in classrooms, with any task, by asking students for the different ways they see and can solve tasks and by encouraging discussion of different ways of seeing problems.”
(Boaler, Mathematical Mindsets, 2015, p 59)
provide ALL students with access to high quality numeracy experiences and high expectations for mathematics learning
encouraging multiple ways for students to demonstrate their understanding
student voice and choice
inclusive practices, such as accommodations for written output and sensory/physical needs, and cultural responsiveness
provide high level content to ALL students through parallel tasks, where the same learning standard is being addressed
flexible groupings
whole group: instruction and building community understanding
small group: guided math, differentiation, explores
individual: conferencing, interviews, explicit instruction, authentic practice
“visibly random groupings”
visual components, open tasks, multi-modality
Marion Small demonstrates how to effectively use two powerful strategies for differentiation: open questions and parallel tasks. Many classroom examples are included and organized by grade band.
Marion Small continues to address differentiation for high school mathematics through open questions and parallel tasks. Also included are inclusive learning conversations to promote student engagement.
Dr. Sean Chorney (Simon Fraser University) on social justice and the mathematics classroom.
A collaborative MTBoS site; including curriculum and resources, books and articles and video presentations.
Shelley's blog includes many resources on inclusive education.
Shelley Moore's "Five More Minute" series: videos on resources, research, professional development activities and inspiration in 5 minute chunks
An excerpt from the book "Mathematical Mindsets: Unleashing Students' Potential Through Creative Math, Inspiring Messages and Innovative Teaching," by Jo Boaler.
Curated by Sandra Ball
More examples (for all grade levels) can be found here: Robert Kaplinsky's Open Middle Website.
In response to student needs or interests, guided math groups allow students to focus on a specific concept or skill in to develop or expand further understanding.
Every student has something to add to the conversation, and so grouping should be random. Keeping the randomness visible allows students to know that they are all a valued part of the group. With regular random grouping, students are given an opportunity to work with a variety of people, and are exposed to different ways of thinking. If a student grouping doesn't work one day, chances are those students will be in a different group the next day. Along the way, students learn that random doesn't always feel that random.
Guided math provided a framework to suport teachers in differentiating math instruction. Strategies for whole-class and small-group instruction, as well as Math Workshop are explored.
Dr Nicki Newton's Guided Math in Action books provide teachers with support towards providing effective guided math lessons, scaffolding learning in small groups, and assessing student learning.
This framework provides a guide for creating predictable routines that include various grouping of students. Every class starts with a number sense routine and ends with reflection. In between, students are involved in purposeful math tasks, either individually, in pairs, or small groups, focus lessons, guided math groups, or learning stations. Chapters 1 and 2 describe how Math Workshop can help develop a community of mathematicians. These chapters explore how Math Workshop, as a framework, supports responsive teaching, that involves active listening, noticing, observing and wondering for students.
Characteristics of Math Workshop
Math Workshop: 3 Buckets