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California Mathematics Framework Discussion Guide:
California Mathematics Framework Discussion Guide:
Using the TRU Math Framework Conversation Guide to Support Professional Learning about the California Mathematics FrameworkÂ
Using the TRU Math Framework Conversation Guide to Support Professional Learning about the California Mathematics FrameworkÂ
This discussion guide is designed to support school administrators, instructional coaches, and teacher leaders in facilitating meaningful conversations about implementing the 2023 California Mathematics Framework using the Teaching for Robust Understanding (TRU) Framework and the TRU Math Conversation Guide as a lens. Each section provides discussion prompts that connect TRU’s dimensions with relevant chapters of the California Mathematics Framework. As schools and districts review instructional materials, consider "How do instructional materials support the development of each dimension and the key ideas of the CA Mathematics Framework?"
TRU-CG-Math-2018-version.pdfTRU Dimension 1.pdfDimension 1: The Mathematics
(Coherence, Conceptual Understanding, Drivers of Investigation, Mathematical Practices, and Content Connections)
Dimension 1: The Mathematics
(Coherence, Conceptual Understanding, Drivers of Investigation, Mathematical Practices, and Content Connections)
Connecting to CA Mathematics Framework Chapters 1, 3, 6, 7 & 8Â
Discussion Questions:
Discussion Questions:
How does our current instruction present mathematics as a coherent and connected discipline? (Ch. 1)
What strategies can we use to deepen students’ number sense and conceptual understanding? (Ch. 3)
How do we ensure mathematical investigations in elementary and middle school help students build a strong foundation for high school mathematics? (Ch. 6, 7)
How do we integrate mathematical reasoning and real-world applications into high school instruction? (Ch. 8)
Action Steps:
Action Steps:
Identify ways to connect mathematical concepts across grade levels.
Provide professional learning opportunities on fostering conceptual understanding.
Develop lesson planning templates that highlight coherence and connections.
TRU Dimension 2.pdfDimension 2: Cognitive Demand
(Promoting Deep Thinking & Problem Solving)
Dimension 2: Cognitive Demand
(Promoting Deep Thinking & Problem Solving)
Connecting to CA Mathematics Framework Chapters 4, 6, 7 & 8Â
Discussion Questions:
Discussion Questions:
How do we create opportunities for students to engage in productive struggle? (Ch. 4)
What strategies can we implement to maintain high cognitive demand while supporting diverse learners? (Ch. 6, 7)
How do we encourage students to reason through complex mathematical problems? (Ch. 8)
Action Steps:
Action Steps:
Provide teachers with strategies to scaffold high-cognitive demand tasks without reducing rigor.
Establish norms that encourage perseverance and problem-solving.
Identify curriculum materials that support deep thinking and reasoning.
TRU Dimension 3.pdfDimension 3: Equitable Access to Content
(Inclusive and Asset-Based Instruction)
Dimension 3: Equitable Access to Content
(Inclusive and Asset-Based Instruction)
Connecting to CA Mathematics Framework Chapters 1, 2, 9
Discussion Questions:
Discussion Questions:
Who participates in the mathematical work of the class, and how can we expand access? (Ch. 1)
How do we ensure instruction meets the needs of all learners, particularly underserved populations? (Ch. 2)
What systemic barriers exist in our schools that impact students' access to rigorous mathematics? (Ch. 9)
Action Steps:
Action Steps:
Audit participation patterns in mathematics classrooms.
Implement strategies to provide multiple entry points for engagement.
Offer professional learning on culturally responsive teaching practices.
TRU Dimension 4.pdfDimension 4: Agency, Ownership and Identity
(Empowering Students as Mathematicians)
Dimension 4: Agency, Ownership and Identity
(Empowering Students as Mathematicians)
Connecting to CA Mathematics Framework Chapters 2, 4, 9
Discussion Questions:
Discussion Questions:
How do we help students see themselves as capable mathematicians? (Ch. 2)
What instructional practices support student ownership of learning? (Ch. 4)
How do we address and counteract negative math identities? (Ch. 9)
Action Steps:
Action Steps:
Encourage student-led discussions and peer collaboration.
Provide teachers with strategies for promoting student agency in math learning.
Develop classroom practices that validate diverse mathematical perspectives.
TRU Dimension 5.pdfDimension 5: Formative Assessment
(Responsive Teaching Based on Student Thinking)
Dimension 5: Formative Assessment
(Responsive Teaching Based on Student Thinking)
Connecting to CA Mathematics Framework Chapters 5, 10, 11, 12, 13
Discussion Questions:
Discussion Questions:
How do we use assessment to inform instruction rather than just evaluate student performance? (Ch. 5)
What are the best practices for incorporating formative assessment into daily math instruction? (Ch. 10)
How can we ensure assessment practices align with equitable and engaging mathematics instruction? (Ch. 11)
How do instructional materials support assessment practices that promote deep mathematical thinking? (Ch. 12)
What strategies ensure instructional materials align with the CA CCSSM while maintaining accessibility and engagement? (Ch. 13)
Action Steps:
Action Steps:
Train teachers on using formative assessment strategies effectively.
Establish collaborative data review processes to guide instructional adjustments.
Select or design assessments that focus on conceptual understanding rather than procedural recall.
Ensure instructional materials support both formative and summative assessment processes.
This project is in partnership with The California Department of Education and Californians Dedicated to Education Foundation.
This project is in partnership with The California Department of Education and Californians Dedicated to Education Foundation.
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