Status & Mindset Interventions
In her book Strength in Numbers: Collaborative Learning in Secondary Mathematics, Ilana Horn writes: “Judgements about who is smart based on prior achievement or social categories violate a fundamental principle of equity and are consequential: learning is not the same as achievement” (2012, p.20). The resources below were curated to help you redefine "smarts" in math, disrupt status divisions, develop growth mindsets, and foster a collaborative math community.
Anticipatory Planning
How often does your planning for math involve searching for the "best" problem and then thinking about how you want to teach the problem? It's safe to say this is how most of us approach(ed) lesson planning. The problem with this approach, however, is that it is teacher focused and neglects to consider how students might perceive and respond to the problem. Conversely, anticipatory planning focuses planning efforts on imagining how students might respond to a problem and using that information to plan questions that will push and clarify student thinking and build understanding by sequencing and connecting approaches students are already using.
If you've ever tried to facilitate constructivist math learning in your classroom and it fell short of your expectations, it's likely because the key factor, anticipatory planning, was missing! The template below can help you prepare to facilitate constructivist math learning in your classroom. Grab a planning buddy and give it a try!
Anticipatory Planning
How often does your planning for math involve searching for the "best" problem and then thinking about how you want to teach the problem? It's safe to say this is how most of us approach(ed) lesson planning. The problem with this approach, however, is that it is teacher focused and neglects to consider how students might perceive and respond to the problem. Conversely, anticipatory planning focuses planning efforts on imagining how students might respond to a problem and using that information to plan questions that will push and clarify student thinking and build understanding by sequencing and connecting approaches students are already using.
If you've ever tried to facilitate constructivist math learning in your classroom and it fell short of your expectations, it's likely because the key factor, anticipatory planning, was missing! The template below can help you prepare to facilitate constructivist math learning in your classroom. Grab a planning buddy and give it a try!
Profile of a Graduate in Math
Work Collaboratively
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Bring joy and passion to their work
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Work in diverse groups
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Include all voices - step up, step back
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Empathize and show compassion
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Use restorative practices to resolve conflict
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Seek and use feedback from others
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Use fair processes to reach group consensus
Communicate Effectively​
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Listen to understand
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Explain their thinking and reasoning
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Connect to each other's thinking
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Disagree respectfully
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Use multiple modes of communication effectively
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Adapt to meet the needs of the audience
Think Creatively
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Engage in divergent thinking
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Take risks in their learning
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Views mistakes as opportunities to learn
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Are open to new ideas and exploration
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Value and seek out multiple perspectives
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Think flexibly and design their own solutions to problems
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Think Critically &
Solve Complex Problems
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Pose meaningful questions
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Break down complex problems
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Evaluate ideas and sources for validity, relevance, and impact
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Reason through evidence and use it to support reasoning
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Use critique to improve their own ideas and the ideas of others
Develop Academic
Mindsets​
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Advocate for themselves and others
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Feel a sense of belongingness in math
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Believe they can grow their intelligence with effort and support
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Pursue work of value and purpose
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Set, monitor, and reflect on learning goals
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View challenges and set backs as learning opportunities and persist
Master Core
Academic Content​
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Foundational skills rooted in conceptual understanding
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Grows in understanding of key concepts for each grade level as identified by the Common Core State Standards
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Demonstrates and grows in Mathematical Practices