How do I know what my students know, can do, and understand?
"The most important single factor influencing learning is what the learner already knows. Ascertain this and teach … accordingly." (Ausubel et al, 1978)
- develop my professional knowledge of mathematical concepts in order to support student learning through examining learning continua, trajectories, and progressions
- give students opportunities to make their mathematical thinking visible through multiple communication formats:
- constructing with materials and building models
- dialogue and discussion
- drawing diagrams, pictures, charts
- using symbols
- photos and descriptive captions
- creating narratives
- use technology tools to capture student learning
- recognize and embrace "mistakes" as part of deep learning and productive struggle
- use evidence of student learning to inform and guide planning for next steps with students
- assess in a variety of ways: product, observation, conversation
Develop profession knowledge of mathematical concepts in order to support student learning through examining learning continua, trajectories, and progressions
These resources are very helpful for working on our understanding of the mathematical concepts we are teaching.
Number Worlds Learning Trajectories
First Steps Mathematics is a series of teacher resource books will help teachers to diagnose, plan, implement and judge the effectiveness of the learning experiences they provide for students.
This book identifies the critical learning phases children go through as they develop their mathematical understanding that is essential to building a solid foundation of numerical reasoning.
Give students opportunities to make their mathematical thinking visible through multiple communication formats
This book provides strategies for maximizing student's comprehension by integrating visual thinking into the classroom.
Hull, Ted 2011
This resource helps teachers direct student thinking and structure classroom discussion. Good for all grade levels.
Ritchart, Ron 2011
To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like to get there.
Hattie, John 2016
The authors offer an alternative assessment method by examining a wide variety of assessment tools and match the student evidence with a description of achievement.