The creation of these mathematics modules is the product of a collaboration between NYC Public Schools and the Bank Street Education Center. The goals of these modules are to support teacher professional learning and provide support for K-5 teachers and teacher teams aligned to the foundational math standards identified by the New York City Department of Education. Each module is focused on a grade band and includes the following: 

• Three 60-minute self-paced asynchronous mini-sessions

• Two 30-minute bridge to practice activities for teacher teams to apply their learning from the asynchronous sessions

This self-guided professional learning series was design by Grace Kelemanik and Amy Lucenta,  authors of the books Routines for Reasoning: Fostering the Mathematical Practices in All Students and Teaching for Thinking: Fostering Mathematical Teaching Practices Through Reasoning Routines in collaboration with the math team at Port Richmond High School in Staten Island, NY. This series will engage mathematics teachers and instructional coaches in the work of developing students’ capacities to construct viable arguments and critique the reasoning of others. 

This self-guided professional learning series will help teacher teams leverage Desmos’ interactive platform to engage a greater number and diversity of students in mathematics discourse. Teachers will learn to structure opportunities for collaboration and discussion that center student thinking, build conceptual understanding and highlight the connections between mathematical ideas and approaches.

Created in partnership with Bank Street Education Center, this professional learning series for elementary school teacher teams supports participants in helping their students develop agency, and building a positive classroom culture.

This self-guided professional learning series is led by Pamela Seethaler, PH.D from the Department of Special Education, Vanderbilt University where she coordinates large-scale, federally funded research studies addressing the identification of and intervention for students with risk for pervasive math disabilities. Dyscalculia is a specific learning disability that manifests with a deficit in understanding quantity and representing number.  Engaging with this module will support the general education teacher in understanding and recognizing students at risk for Dyscalculia as well as provide instructional strategies for supporting and monitoring these students. 

This professional learning series for teacher teams in middle and high schools consists of three modules to support teachers in making use of NCTM's 8 Effective Math Teaching Practices.

This self-guided professional learning series is led by Dr. Rachel Lambert, a former NYC classroom teacher, special education teacher, and current assistant professor at the University of California Santa Barbara whose research focuses on the intersections of mathematics education, disability studies in education, and social justice mathematics.  In these sessions, teachers and instructional coaches will explore issues of engagement and access in mathematics and use the perspectives of students at the margins to identify ways to make their mathematics classrooms more inclusive.

This professional learning series consists of five sessions that focus on universal screeners, the data reports generated from them, and ways that they can support the decision-making process for Response to Intervention. As teacher teams move through the module, they will investigate ways in which the data from assessments can provide information that can influence instructional decisions. 

These seven professional learning sessions were developed in collaboration with AIR’s Center on MTSS and the NYC Math Collaborative. The interactive sessions support school MTSS-M teams in a building and sustaining an MTSS framework with the goal of leveraging MTSS to produce more equitable math outcomes for students K-12. Each session should take approximately 90 minutes to complete and includes a workbook for school MTSS-M teams to complete along with the video. 

Notice & Wonder is a quick routine designed to engage learners with vastly different perspectives and prior knowledge by providing entry points, creating positive mathematics culture, by getting their mathematical juices flowing. In this routine students observe a graph, video, image, expression, or other representation and respond to the questions: What do you notice? What do you wonder?

Debbie Olson, CEO of the Mathematics Education Collaborative (MEC), a non-profit organization co-founded by Ruth Parker, one of the creators of Number Talks, designed this self-guided professional learning series to support teachers through every step of developing and implementing the powerful mathematics routine: Number Talks. This routine provides students with increased opportunities to develop meaningful number sense, the development of positive and empowered mathematical dispositions, and engages them in authentic student-to-student discourse. 

Welcome to Parents as Partners, a self-guided professional learning series for parents and parent liaisons. This series of six 60-minute, asynchronous sessions are designed to equip you with strategies for supporting parents and their interactions with school as they advocate for the best education for their children. 

This self-guided professional learning series will help math teachers understand how concentrating on a few focal students will enable educators to identify effective pedagogical moves and help make improvements in practice that will benefit all the students in the mathematics classroom. 

Stronger and Clearer Each Time is designed to provide a structured and interactive opportunity for students to revise and refine both their ideas and their verbal and written output (Zwiers, 2014). This routine provides a purpose for student conversation through the use of a discussion-worthy and iteration-worthy prompt. The main idea is to have students think and write individually about a question, use a structured pairing strategy to have multiple opportunities to refine and clarify their response through conversation, and then finally revise their original written response.

Tell A Story is a routine that invites students to invent and tell a story about an image. This approach provides a window into the world of each student’s community, culture, and lived experiences, while simultaneously expanding access to and engagement with the mathematical ideas within a task or representation.

Which One Doesn’t Belong is an instructional routine designed to support all students in doing mathematics, particularly the art of argumentation and justification. In this routine, students are presented with four figures, numbers, diagrams, graphs or expressions and must decide which does not belong with the rest. This requires them to define the set – creating one category in which three of the items fit, and one does not – and describe relationships among the items. Engaging students in Which One Doesn’t Belong, creates space for students at different levels of understanding to make meaningful contributions in a low stakes environment.

The creation of these mathematics modules is the product of a collaboration between NYC Public Schools and Education Development Center (EDC). The goals of these modules are to support teacher professional learning and provide support for teachers and teacher teams aligned to the foundational math standards for grades 6-7, Algebra I, Geometry, and Algebra II identified by the New York City Department of Education. Each module is focused on a grade band (or HS course) and composed of three self-paced asynchronous mini-sessions (approximately 45 minutes each).