Participants in the virtual workshop will explore the Effective Teaching Practices highlighted in the NCTM publication Principles to Actions.
Register for Virtual Workshop
Description and Schedule
Participants in the virtual workshop will explore the Effective Teaching
Practices highlighted in the NCTM publication Principles to Actions. The opening session will introduce participants to the Effective Teaching Practices. Participants will then engage in grade level content during a breakout workshop. The virtual conference will conclude with a session highlighting connections between the Effective Teaching Practices and Equitable Mathematics Teaching Framework. A recording of all of the sessions will be available after the virtual workshop.
Sessions and Speakers
In the nearly three decades since the release of the Professional Standards for Teaching Mathematics (NCTM, 1991), much has been learned about the teaching practices that support students’ understanding and learning of mathematics. In Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014), this accumulated knowledge and empirical evidence has been codified into a core set of eight effective mathematics teaching practices that represent essential teaching skills necessary to promote learning mathematics with understanding. In this session participants will learn about the practices and how they can support student learning.
The authors of the Taking Action series developed the Mathematics Teaching Framework to illustrate how the eight teaching practices form a coherent framework for equitable and ambitious teaching of mathematics. This session uses the Mathematics Teaching Framework to explore the intersections between authority, mathematical identity, and mathematical agency with the teaching practices. Specifically, this session connects the Mathematics Teaching Framework with research that examines equitable teaching as intentional acts that teachers pursue to view each and every student as capable of doing mathematics.
In this session, we use artifacts from elementary school classrooms to examine children’s mathematical thinking and dive into two of the teaching practices—mathematical representations and purposeful questions. Examine what it means to develop representational competence by supporting connections among visual, physical, contextual, verbal, and symbolic representations. In student-centered classrooms, teacher questions are a key strategic tool to not only probe and assess children’s mathematical understanding but to surface mathematical ideas and make them visible for small and whole group discussion. Placing greater focus on the role of representations and being more intentional with our questions in elementary classrooms are core teaching practices for empowering children as mathematical doers, knowers, and sense-makers.
Building from the effective mathematics teaching practices outlined in Principles to Actions, we explore two of the practices in-depth that have particular relevance in middle grades mathematics. Developing rich, conceptual understandings of key ideas such as proportional reasoning, functions, and bivariate data means that teachers must engage students in meaningful discourse about mathematics and support them as they grapple with important mathematical ideas. Using artifacts from middle school classrooms, we discuss tools and teaching strategies to promote stronger discourse, identify productive struggle, and build a culture of persistence for each and every student in middle school mathematics.
In high school mathematics, supporting students to understand important mathematical procedures and concepts is essential in promoting ongoing participation and success in mathematics and other STEM fields. In this session, participants will explore the Effective Mathematics Teaching Practices of (1) building procedural fluency from conceptual understanding and (2) eliciting and using evidence of students’ thinking. We will consider how sequences of tasks can establish a conceptual foundation for building fluency and understanding of procedures by providing opportunities for students to recognize structure and make sense of repeated reasoning. We will analyze students’ work to consider the importance of eliciting students’ thinking and using their thinking to determine our next instructional moves. We will also discuss how the ideas highlighted during the session can generalize to other mathematical topics in the high school curriculum.
To register for the Virtual Workshop and reserve your space click here.