New York City Public Schools Mathematics Collaborative
New York City Public Schools aims to disrupt inequities in mathematics education for all students, with particular attention to those who have been historically marginalized students in our system. We stand for the truth that every child has powerful mathematics potential and acknowledge that it is the role of all educators in the system to ensure that every child receives whatever they need to develop their full academic and social-emotional potential and to thrive in mathematics, every day.
We envision a mathematics learning experience where:
Students are empowered to make sense of mathematics both in the classroom and beyond including developing mathematical thinking and regularly engaging in mathematical collaboration and discourse;
Teachers facilitate instruction that is student-centered, inquiry-based, coherent and in an environment that fosters belonging and high expectations; and
Content provides opportunities for students to engage in productive struggle with cognitively demanding, mathematical concepts that are connected to one another and the world around them.
The NYCPS Math shifts support the movement away from mathematics as a series of established procedures that must be demonstrated and explained, to mathematics as a discoverable, meaningful, and connected collection of big ideas and disciplinary practices.
Implementing these shifts will require that both teachers and students have ample time and effective structures for collaboration and collective sensemaking.
Please click here to download the NYC PS Instructional Mathematics Shifts
Math Team picks in each category. Click below for full lists of resources.
The framework offered in this paper is intended to provoke discussion and support New York City's mathematics community of students, families, and educators as we commit to the ongoing and all-encompassing work of providing every child with an equitable and rigorous education.
A document to support teachers and administrators in ensuring equitable access to rigorous mathematics.
Tip sheet with examples for how caregivers can help their children at home, as well as actions to avoid.
This MTSS-Math Implementation Guide is a companion to the NYC MTSS-M in Mathematics Concept Paper. This guide builds on the Multi-tiered System of Supports for Mathematics (MTSS-M) described in that paper to guide schools in implementing multiple support tiers to address the needs of all students in mathematics.
Planning template for implementing a math task.
Videos for families of Pre K-8 students to support conversations about mathematics at home.
A tool to support reflection on and implementation of a school-wide math program.
A tool that supports teachers in reflecting on student learning and promotes team discussions.
Research and recommendations for engaging families of math students, excerpted from the Algebra for All Implementation Guide.
This protocol is designed to surface unintended consequences of school-wide policies and structures that affect equity, so that school administrators can identify these causes, encourage changes and monitor results.
Overview and implementation guidance for high quality math instructional routines such as Three Reads, Which One Doesn't Belong, and others!
Additional Resources from Around the Web
Schoolwide Math Program Resources
Classroom Instructional Resources
Family Engagement Resources
From the Executive Summary ofPrinciples to Actions: Ensuring Mathematical Success for All (2014) published by the National Council of Teachers of Mathematics (NCTM), these research-based instructional practices should be present in each mathematics lesson.
From Jo Boaler's youcubed.org, this resource allows K-12 teachers to build a customizable playlist of tasks, videos and other materials carefully designed to inspire mathematical curiosity and support the development of a positive mathematics community.
A collection of websites, articles, games, tools and more to support family engagement in mathematics.
From the preface of The Impact of Identify in K-8 Mathematics Teaching: Rethinking Equity-Based Practices (2013) by Aguirre, Mayfield-Ingram, and Martin, these practices strengthen mathematical learning and cultivate positive student mathematical identities.
From Grace Kelemanik and Amy Lucenta, two of the authors of Routines for Reasoning, this site includes support for implementing routines such as 3 Reads, Connecting Representations, and many more!
Selected by NYSED to provide students and families free access to math activities, First in Math offers over 200 K-8 math games including the flagship: 24 Game.
Practice guide, updated in 2021, for implementing six research-based recommendations focused on mathematics intervention.
Beginning on page 5 of this paper from Understanding Language/Stanford University Center for Assessment, Learning and Equity at Stanford University, these Mathematical Language Routines promote engagement with math practices, content, and language.
"The MTSS Fidelity of Implementation Rubric is for use by individuals and teams responsible for supporting local implementation of MTSS. It can support local educators and teams in the following:
self-evaluating and monitoring fidelity of local MTSS implementation,
developing and monitoring MTSS implementation action plans,
planning and prioritizing MTSS professional learning, and
guiding continuous improvement efforts."
(American Institutes for Research, 2021)
Routine designed to build agency, community, and position each student as an author of mathematical reasoning.
List of protocols for leadership and teacher teams from School Reform Initiative.
Teacher Moves That Engage Students in Discourse and Mathematical Thinking
List of protocols for leadership and teacher teams from the National School Reform Faculty.