WHOLE CLASS DISCUSSION FRAMEWORK – CHECKLIST | Whole Class Mathematics Discussions

Whole-class-mathematics-discussions-Framework-checklist- click here to downloadWhole Class Mathematics Discussions: Improving In-Depth Mathematical Thinking and LearningFramework for Transforming Your Teaching & Implementing the Common Core Standards of Mathematical Practice

via WHOLE CLASS DISCUSSION FRAMEWORK – CHECKLIST | Whole Class Mathematics Discussions.

Common Core – Power Points & Formative Assessments | Whole Class Mathematics Discussions

This section contains Power Points related to the Common Core Standards. These resources are created by Students Pre-service and In-service at the University of Nevada, Reno. These Power points and other resources should not be used for commercial purposes. They were created by using existing web resources such as Learn a Zillion to make sense of the Common Core Standards. Scroll down below to find formative assessment checklists and misconceptions. Note: These documents are “works in progress and may need further refinement.”

via Common Core – Power Points & Formative Assessments | Whole Class Mathematics Discussions.

4E x 2 Instructional Model : Inquiry in Motion

4E x 2 Instructional Model

The 4E x 2 Instructional Model was designed to unite three major learning constructs (inquiry instruction, formative assessment, and reflective practice) that have all been shown to improve learning. When well integrated these learning constructs help facilitate deeper teaching and more powerful learning experiences. All the lessons designed and available under the lesson plan tab use the 4E x 2 Model.

via 4E x 2 Instructional Model : Inquiry in Motion.

Ten Research Findings from “Adding It Up” | Impact of the Curriculum | Investigations in Number, Data, and Space®

Many of our site users have requested research results to back up their argument that an Investigations-style approach is what is needed in their schools. \”Adding It Up\” is full of such research results. But who has time to read a 444-page report? With this in mind, I have collected 10 research findings from this report that support using the Investigations curriculum:

via Ten Research Findings from "Adding It Up" | Impact of the Curriculum | Investigations in Number, Data, and Space®.

Adding It Up: Helping Children Learn Mathematics

Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years.

The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning:

via Adding It Up: Helping Children Learn Mathematics.

National-Academies.org | Newsroom

The study was sponsored by the U.S. Department of Education and the National Science Foundation. The National Research Council is the principal operating agency of the National Academy of Sciences and the National Academy of Engineering. It is a private, nonprofit institution that provides science advice under a congressional charter. A committee roster follows.

via National-Academies.org | Newsroom.

National-Academies.org | Newsroom

Mathematical proficiency develops over time, building on a knowledge base that begins to take shape in infancy. The committee did not endorse any single approach to effective instruction, but recommended that teachers use students\’ informal understanding of mathematics as a steppingstone toward mastery of more challenging skills and concepts in the subject.

via National-Academies.org | Newsroom.

National-Academies.org | Newsroom

ive intertwined and equally important strands comprise the committee\’s definition of mathematical proficiency. First, capable students should be able to understand and apply important concepts. They also should be able to compute with ease, formulate and solve problems, and explain their reasoning. Finally, they should have confidence in their abilities and view mathematics as a sensible and worthwhile subject. Each strand requires constant attention, the report says.

via National-Academies.org | Newsroom.

Pearson’s Inquiry-Based Middle School Math Program Offers New Common Core Coherent Online Learning Environment

Today at the 2013 National Council of Teachers of Mathematics (NCTM) Conference, Pearson announced Connected Mathematics Project 3 (CMP3), the next generation of its inquiry-based middle grades math program, built to the Common Core State Standards for Mathematics and the Eight Standards for Mathematical Practice. Originally funde

via Pearson's Inquiry-Based Middle School Math Program Offers New Common Core Coherent Online Learning Environment.

pearsonschool.com: Connected Mathematics Project 3 (CMP3), Grades 6-8

Pearson\’s Inquiry-Based Middle School Math Program Offers New Common Core Coherent Online Learning Environment

Today at the 2013 National Council of Teachers of Mathematics (NCTM) Conference, Pearson announced Connected Mathematics Project 3 (CMP3), the next generation of its inquiry-based middle grades math program, built to the Common Core State Standards for Mathematics and the Eight Standards for Mathematical Practice.

via pearsonschool.com: Connected Mathematics Project 3 (CMP3), Grades 6-8.

New York State P-12 Common Core Learning Standards for Mathematics | EngageNY

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the National Council of Teachers of Mathematics (NCTM) process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

via New York State P-12 Common Core Learning Standards for Mathematics | EngageNY.

About | EngageNY

About EngageNY.org

EngageNY.org is developed and maintained by the New York State Education Department (NYSED) to support the implementation of key aspects of the New York State Board of Regents Reform Agenda. This is the official web site for current materials and resources related to the Regents Reform Agenda. The agenda includes the implementation of the New York State P-12 Common Core Learning Standards (CCLS), Teacher and Leader Effectiveness (TLE), and Data-Driven Instruction (DDI). EngageNY.org is dedicated to providing educators across New York State with real-time, professional learning tools and resources to support educators in reaching the State’s vision for a college- and career-ready education for all students.

via About | EngageNY.