What is math? How do our minds process it, and what does that tell us about how to teach it?

Questions to consider

  • What elements of Teach For America’s national vision for math instruction ring true for you? What does this mean for your instruction?
  • What elements of our regional “beliefs of effective math teachers” ring true for you? What does this mean for your instruction?
  • How do you plan to incorporate the Common Core’s “Standards for Mathematical Practice” into your classroom?
  • What are the fundamental ideas of your course or grade-level? How will those ideas develop in future courses? What will your students be able to do if they deeply understand those ideas?

Resources to consult

  • Dan Meyer’s well-known TED talk about how “Math class needs a makeover.” There is a very active (and useful) community of math-teacher bloggers on the Internet, and Dan’s blog is a good entry point into that world. Contact Boyce if you’re interested to hear about other useful blogs to read. Here is one particularly useful post.
  • Teaching Learning in Mathematics” is one of the most useful overviews of different models of teaching math.
  • A list of classroom actions and a teacher rubric aligned to the Common Core Standards for Practice.
  • Progressions” for the Common Core standards, which include in-depth conceptual explanations of how content builds through various grade levels.
  • A can of Coke leads to a piece of pi,” an article by Marilyn Burns that explores the difference between “logical ideas” and “symbols and conventions,” and how students learn each.
  • The famous “Benny” study that shows how students might demonstrate mastery without fully understanding content.

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