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Mathematics Teaching Practices #LL2LU

We strive to grow in our understanding of the Eight Mathematics Teaching Practices from NCTM’s Principles to Actions: Ensuring Mathematical Success for All. This research-informed framework of teaching and learning reflects a core set of high leverage practices and essential teaching skills necessary to promote deep learning of mathematics.

The following learning progressions are designed to empower teaching teams to deepen and strengthen their implementation of these important teaching practices.

#LL2LU #NCTMP2A – 1:  I can establish mathematics goals to focus learning.

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#LL2LU #NCTMP2A – 1:  I can establish mathematics goals to focus learning.

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#LL2LU #NCTMP2A – 2:  I can implement tasks that promote reasoning and problem solving.

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#LL2LU #NCTMP2A – 3:  I can use and connect mathematical representations.

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#LL2LU #NCTMP2A – 3:  I can use and connect mathematical representations.

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#LL2LU #NCTMP2A – 4: I can facilitate meaningful mathematical discourse.

Think-Pair-Share

Level 4 – I can orchestrate productive mathematical discussions where students deepen their understanding by flexibly building on the ideas of others.

Level 3 – I can facilitate meaningful mathematical discourse.

Level 2 – I can empower students to ask assessing and advancing questions to help others make their thinking visible.

Level 1 – I can facilitate quiet think time so that all students have a moment to organize and jot their thinking. 

Level 0 – I can pose purposeful questions.

Whole Class Discussion

Level 4 – I can orchestrate productive mathematical discussions where students deepen their understanding by making sense of the ideas of others.

Level 3 – I can facilitate meaningful mathematical discourse.

Level 2 – I can sequence student responses to deepen flexibility as well as conceptual understanding.

Level 1 – I can monitor while students are working to select conversations and strategies for the whole class discussion.

Level 0 – I can pose purposeful questions.

#LL2LU #NCTMP2A – 5: I can pose purposeful questions.

Level 4 – I can use evidence of student thinking to continually adjust instruction.

Level 3 – I can pose purposeful questions.

Level 2 – I can anticipate student thinking and prepare assessing and advancing questions to promote productive struggle.

Level 1 –  I can “do the math” as a learner to notice and note needed prerequisite skills and anticipate learning obstacles.

#LL2LU #NCTMP2A – 6: I can build procedural fluency from conceptual understanding.

Level 4 – I can expect students to carry out procedures flexibly, accurately, appropriately, and efficiently.

Level 3 – I can build procedural fluency from conceptual understanding.

Level 2 – I can orchestrate opportunities for students to use and connect mathematical representations.

Level 1 – I can provide time for students to grapple with multiple strategies and representations.

#LL2LU #NCTMP2A – 7:  I can support productive struggle in learning mathematics.

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#LL2LU #NCTMP2A – 8:  I can elicit and use evidence of student thinking.

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#LL2LU #NCTMP2A – 8:  I can elicit and use evidence of student thinking.

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Creative Commons License
#LL2LU #NCTMP2A’s from Jill Gough and Jennifer Wilson are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Cross-posted on Experiments in Learning by Doing

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