Teaching, Learning and Leading: Effective Mathematics Instruction for All Students

Catalog description

For all students to gain mathematical proficiency, schools, teacher leaders and teachers must address key issues at both the classroom and system level. First, they must complete the shift from math teaching as computational and symbol manipulation to instruction that builds deep understanding of foundational mathematical concepts to a level that supports transfer of knowledge to higher levels of mathematics, to mathematics for citizenship and daily life, and to the mathematics demanded in today’s workplace. Second, they must change mathematics instruction that, for the most part, continues to be based on showing and telling, to instruction characterized by orchestrating learning through engaging tasks that require students to grapple and persevere (Leinwand, 2012). Although these features of highly effective mathematics instruction have been known for decades, if all students are to learn important mathematics the charge is to move from “localized pockets” of instructional excellence to “systemic excellence.” (Principles to Action, 2014). Research suggests that the greatest influence on how a teacher teaches is what and how they were taught (Ball, D, 1988). This suggests that all math teachers and the leaders that support individual and systemic change must first experience, learn and understand deeply the ways they must teach their students. Finally, “Teachers are among the most powerful influences in learning” (Hattie, 2012). Thus, the promise of highly effective mathematics instruction for all students is dependent upon deeply knowledgeable, capable and accomplished teachers and math leaders across systems. This course is the first in the program’s multi-course sequence focusing on mathematics teaching and learning. It is designed to introduce and examine concepts that form the foundation of highly effective instruction across grades K-8. The courses Essential…