Karen Karp, Sarah Bush and Barbara Dougherty are long-time math teachers who share a passion for deep, connected and equitable math education for all students. They are the authors of the Math Pact series, which describes a K-12 approach for the entire school/district to ensure consistency in math instruction within and across classrooms. Each book focuses on instructions and examples at the primary, intermediate or secondary level. Get a taste of some of the educational do`s and don`ts for elementary, middle and high school books today! What can schools expect when they join forces in a MWSA? We often see four key results that we can remember with the acronym C.A.R.E. Communication: Language, notation and representations are fundamental in the way we communicate and demonstrate our understanding of mathematical ideas. By presenting coherent and connected mathematical language, grading and representations, we give students confidence that they can contribute to the community of math learners. This orientation also extends to teachers, administrators and other people at school, as they now speak the same language and have a common understanding. Ultimately, this spreads to families and facilitates communication between everyone involved. As educators, we agree that our goal after the pandemic should not be to return to the current situation. It`s time for a new creative introduction. How can we correct some of the mistakes that already exist and help our math systems, structures, and lessons recover in ways that serve each student better than ever before? The upcoming school year is the perfect time for schools and districts to take a more consistent and collaborative approach to math learning. We suggest that this starts with a whole-school mathematics agreement (MWSA), which is a tool to meet students` learning needs and advance them through deep and meaningful math learning.
It is a way to configure consistent, consistent, systemic, and systematic mathematical instructions. The introduction of a MWSA offers three main advantages: Engagement: Mathematics is not a spectator sport. To learn mathematics, we have to do mathematics. This means that homework, speech and all other aspects of mathematics education must be accessible to all students. They need an introduction to mathematical content and practices so that they can contribute to their own learning and that of the collective classroom. Mwsa adopts the right processes and practices that allow students to approach math tasks with confidence. You feel powerful and curious to know more. Where we celebrate our love of reading and books at Gilles Street Elementary School. The actions of the C.A.R.E. remind us of an important Corwin Connect article by Dr.
Robert Berry about teachers as “warm requests”. To be a warm seeker, we must build on the strengths of students, position them as capable and humanize the learning of mathematics. Developing and joining a MWSA offers educators a transformative and rewarding way to become a team of warm seekers with C.A.R.E. as their mission. Argumentation: The MWSA focuses on argumentation and creating meaning. This is essential to learning math and affects the types of tasks and questions teachers and students use in the classroom, how they structure speech together, and the generalizations they develop together. When reasoning and creating meaning guide the teaching and learning of mathematics, students spend less time learning (and then unlearning) ideas that limit their understanding – those “boring rules that expire” – and can instead focus on learning that deepens their understanding. Where we learn Spanish, performing arts, sports and media studies at Gilles Street Elementary School. Agency: It is important that teachers and students have mathematical free will, that is, a positive mathematical identity that is put into practice in the classroom so that their mathematical understanding is shaped in a way that is personally and socially meaningful (as described in Aguirre, Mayfield-Ingram, & Martin, 2013).
The teachers` agency is an essential foundation for establishing a MWSA – by working together, a MWSA ensures that everyone has a voice and learns along the way, which helps transform or improve the mathematical identities of individual teachers. As a MWSA team works together, teachers gain a better mathematical understanding and confidence in implementing a variety of strategies. With positive changes in the identity of teachers, the culture of teaching is also changing. .