Many teachers have shared with us their successes in implementing the 5 Practices for Orchestrating Productive Mathematics Discussions (Smith and Stein, 2018). Starting with Setting Goals and Selecting Tasks, and moving through Anticipating, Monitoring, Selecting, Sequencing, and Connecting, the 5 Practices provide concrete guidelines about
Integrated Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has captured the attention of elementary schools, school districts, the media, policy-makers, those involved in informal learning, and professional organizations as a way to engage students as creative thinkers, makers, and doers. Along the way, STEAM
Integrated Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has received international attention through the media, policy-makers, and professional organizations such as National Science Teachers Association and the National Council of Teachers of Mathematics as a way to engage students in authentic and transdisciplinary problem-solving.
Did you hear about the guy who doesn’t like going through screen doors? He said he does not want to strain himself! I found that using screeners in math takes some of the strain out of teaching and learning. The terms screener, diagnostic test, and inventory test
“The evidence overall suggests that the status quo with respect to learning outcomes from high school mathematics is unacceptable (p.3).” - Catalyzing Change in High School Mathematics (2018) “Today, it seems as if nearly everyone agrees that high school mathematics needs to change. For far too long
In today’s classrooms, teachers are called upon to gather and use evidence of student thinking in a timely, formative way to implement and differentiate instruction that improves learning for all students. An important part of that process is “to identify and address potential learning gaps
Has this ever happened to you? “My lecture went perfectly! I worked the sample problems. I could tell the students really understood the material.” The next day: “I don’t know what went wrong! I thought all my students understood what I went over yesterday.” If we’ve been there,
In our work, we help teachers support rich, inclusive mathematical discussions among all students. For these discussions to happen, a classroom culture must be developed based on what are often new norms for mathematics class: that students should listen to each other, not just the
It’s fine to work on any problem, so long as it generates interesting mathematics along the way—even if you don’t solve it at the end of the day. —Andrew Wiles It seems intuitive that students who are genuinely engaged in a mathematical task will learn the mathematics
At Corwin, we focus on resources to help meet teachers where they’re at TODAY. Our books in Literacy, Mathematics, and Science/STEM are award-winning and proven to enhance learning using research-backed teaching methods. Throughout March on Corwin Connect, you’ll find a deep dive into the content