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Mathematics Teacher Leader

Session 1: The National Mathematics Strategy & Modelling Exemplary Teaching

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During this session, Teachers will: Unpack the National Math Strategy - Reviewing

the five key strategies Create a vision for Mathematics Education Discuss our values and beliefs about Mathematics

Education Observe a lesson – analyzing the use of the

framework, linking to the vision of mathematics instruction

Assignment: Reading, Focus on Instructional Practice, Reflection

Key Understandings

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An Overview of the Primary Teacher Leader Endorsement Programme

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National Mathematics Strategy

Ensure common framework for teaching emphasizing problem solving

Ensure access to effective, proven interventions

Ensure opportunities for rigorous, relevant tasks

Establish standards for use of high quality texts and resources

Provide professional development for coaching, content and instruction

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Identify attributes of an effective math lesson.

A Vision for Learning Mathematics

6How does this lesson speak to the vision we

created?

Observing a Mathematics Classroom

Mathematics Instruction ~Our beliefs

1. Only ‘gifted’ children should be encouraged to problem solve and think critically about the mathematics they do.

2. Students should always have opportunities to share their mathematical thinking.

3. Students should understand the mathematics by constructing their own ideas.

4. A good indication that my students are good in mathematics is when they can quickly calculate/state basic math facts (add/subtract/multiply/divide).

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…where students are confidently engaged in doing mathematics, problem solving,

reasoning, critical thinking, collaboration and inquiry. This classroom will feature teachers who intentionally facilitate a community of students with rigorous and relevant tasks,

building on student understanding and strategies to develop procedural and

conceptual knowledge. - National Mathematics Strategy

A Vision of Mathematics Education

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Engaging all students in mathematics for understanding, ensuring a balance of conceptual understanding and procedural fluency

Mathematics as something one participates in and does, seas, hears, and touches in meaningful ways

Student expectations for doing mathematics include the following mathematical processes: Problem solving, Reasoning and Proof, Communication, Connections, and Representation, which all highlight ways of acquiring content knowledge

Mathematics Reform

Who should learn mathematics?

How should we learn mathematics?

What should we learn about mathematics?

“It is important for students to build on their prior learning and knowledge of

key math concepts and make connections to their own world. Inquiry,

problem solving, discussion and question posing are all important parts

of mathematics learning” (loc 227)

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“Teachers’ own beliefs about mathematics, how children learn mathematics, and what constitutes good teaching affect the way teachers choose to teach mathematics and what they choose teach.” (loc 344)

How Teachers Change

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Read and Share1. Understanding and Doing Mathematics (p.1-2)2. Process Standards (p.3-4)3. How Do Students Learn? (p.4-6)4. Teaching for Understanding (p.6-8)5. Teaching Towards Instrumental Understanding (p.8-9)6. The Importance of Student Ideas (p.9-11)7. Mathematics Classrooms That Promote

Understanding (p.11-12)

Teaching Mathematics for Understanding

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Bermuda Framework for Teaching Mathematics

ENGAGE PHASE

Activate student thinking

(~20% of time in lesson

DOING MATHEMATICS PHASE

Students work on the task

(~50% of time in lesson) REFLECT & CONNECT PHASE

Students share understandings and strategies

Teacher facilitates discussion

(~20% of time in lesson)

BUILDING SKILLS PHASE

Mental Math/Skill Building

(~10% of time in lesson)

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Identifying Teacher Practices in Exemplary Mathematics Classrooms

An effective mathematics learning

environment

Promotes positive beliefs and attitudes

toward mathematics

Values prior knowledge

Makes connections between that

knowledge, the world of the child,

and the strands and actions of

mathematics

Encourages the establishment of a community of

mathematics learns

Focuses on important

mathematical concepts or big

ideas

Explores concepts though problem solving

Includes a variety of learning

resources, tools, and

manipulatives

Is supported by strong roles of

teacher, principal, and

senior administrator

Is supported at home

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Reading: Chapter 1 & 2 of Teaching Student-centered Mathematics (Answer “Stop and Reflect” Questions)

Teacher Actions: Which instructional practice will you focus on in the next 5 instructional days before our next session?

Reflection: Reflect on the instructional practice that you have been focusing on. What did you do? How did it go? How did your students respond?

Before our next session: Go to http://www.myteacherpages.com/webpages/mathscience/forms.cfm

Complete form - Teacher Leader Reflection – Session 1

Teacher Reflection & Assignment

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Cambridge International Examinations (2011). Primary Maths Teacher Guide. Retrieved September 2012, from Cambridge International Examinations - Teacher Resources: www.cie.org.uk

Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8, 381-391

National Council of Teachers of Mathematics (NCTM). Process Standards of Mathematics. Retrieved September 2012, from http://www.nctm.org/standards/content.aspx?id=322

Ontario Principals’ Council. (2009). The Principal As Mathematics Leader (Leading Student Achievement Series). Thousand Oaks, CA: Corwin Press.

Van de Walle, J., Karp, K. S., & Bay-Williams, J. M. (2014). Elementary and Middle School Mathematics: Teaching Developmentally: The Professional Development Edition for Mathematics Coaches and Other Teacher Leaders. Boston: Pearson Education Inc.

References

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ResourcesText & I SBN Title Authors Year Level

recommended

ISBN-13: 978-0132824828

Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre K-2 (Volume I) (2nd Edition)

John A. Van de Walle, Lou Ann H. Lovin, Karen H Karp, Jennifer M. Bay Williams

P1-P3

ISBN-13: 978-0132824873

Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume II) (2nd Edition)

John A. Van de Walle, Karen S. Karp, Lou Ann H. Lovin, Jennifer M. Bay-Williams

P4-P6 *P3 may choose this book instead of Volume 1

ISBN-13: 978-0132824866

Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 6-8 (Volume III) (2nd Edition)

John A. Van de Walle, Jennifer M. Bay Williams, Lou Ann H. Lovin, Karen H. Karp

M1-M3 *P6 and S1 teachers may select this book

ISBN-13: 978-0133007008

Mathematics Coaching: Resources and Tools for Coaches and Leaders, K-12

Jennifer M. Bay-Williams, Maggie McGatha, Beth M. McCord Kobett, Jonathan A. Wray (Author)

All levels

ISBN-13: 978-0133006469

Elementary and Middle School Mathematics: Teaching Developmentally: The Professional Development Edition for Mathematics Coaches and Other Teacher ... Student-Centered Mathematics Series)

John A. Van de Walle, Karen S. Karp, Jennifer M. Bay-Williams

P1-M3