Supporting Mathematics Instruction through Community

  • Supporting Mathematics Instruction through Community

    Joel C. Amidon and Morgan L. Trevathan
    An early career mathematics teacher works with the support of a teacher educator toward removing herself as a barrier between mathematics and the collaborative work of her students.
    Raising expectations is nothing new. Every iteration of standards elevates the expectations for what students should know and be able to do. The Common Core State Standards for Mathematics (CCSSM) is no exception, with standards for content and practice that move beyond memorization of traditional algorithms to “make sense of problems and persevere in solving them” (CCSSI 2010, p. 6). Additionally, Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) establishes expectations for teachers that mirror CCSSM expectations for students. Increasingly, the expectation is for teachers to move away from disseminating facts through lecture-based classrooms to fostering a community of mathematical doers who work together on rich mathematical tasks.