Mathematics

Short Name: 
Math

Online Resources to Support Planning in Mathematics Instruction

These web-based resources provide additional resources and support for teachers as they move through the process of planning performance tasks in mathematics.

  • Common Core State Standards for Mathematics: The Common Core State Standards for Mathematics  contain Standards for Mathematical Content and Standards for Mathematical Practice. The Standards for Mathematical Content define what students should understand and be able to do at each grade level as they progress through K–12 mathematics. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.
  • Key Shifts in Mathematics: On their website, the Common Core State Standards Initiative lays out the three main shifts in the focus of mathematics that educators need to understand in order to provide effective instruction under the Common Core State Standards.
  • Illustrative Mathematics: This website provides examples of tasks for grades K–12. The site organizes tasks (some with accompanying classroom video) by grade level, content domain, and mathematical practices.
  • Inside Mathematics: This website provides several examples of grade-level formative performance assessment tasks with accompanying scoring rubrics, discussion of student work samples, and some classroom video.
  • Mathematics Assessment Project: This website provides well-engineered formative and summative assessment tools for grades 6–12 that expose students’ knowledge and reasoning in mathematics, helping teachers guide them towards improvement and monitor progress.

Modifying Instruction in Mathematics

Observe as an instructional coach and teacher discuss plans for modifying classroom instruction based on their analysis of student work on the Consumer Sense Task.

SOURCE: Building Educator Assessment Literacy

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Giving Feedback on Mathematics Assessments

Observe an instructional coach planning with a colleague and then providing feedback to students on the Consumer Sense performance task.

SOURCE: Building Educator Assessment Literacy

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Analyzing and Interpreting Evidence in Mathematics

Observe as an instructional coach and her colleague analyze and discuss student work on the Consumer Sense Task.

SOURCE: Building Educator Assessment Literacy

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Eliciting Evidence in Mathematics

Watch as a coach implements the performance task that she and the classroom teacher planned in the video, Clarifying Intended Learning: Analyze Task & Plan.

SOURCE: Building Educator Assessment Literacy

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Clarifying Intended Learning in Mathematics

Watch a conversation between an instructional coach and a teacher as they plan to use an eighth-grade mathematics performance task as a formative assessment of students’ understanding of rates and linearity.

SOURCE: Building Educator Assessment Literacy

Clicking "View Video" below will open a new browser tab/window and take you to an external site.

Encouraging Girls in Math and Science

This Practice Guide, developed by an Institute of Education Sciences panel, includes five research-based recommendations for educators as they help students (especially girls) build confidence and interest in pursuing mathematics and science education. Each recommendation includes a summary of research evidence and level of evidence rating. This Practice Guide is the foundation for the Doing What Works Girls in Math and Science topic, which merges the five recommendations into three practices.

Encouraging Effort through Feedback

 

A sixth-grade math teacher shares her approach to feedback in the classroom and its effect on her students.  She shares her enthusiasm as a complex instructor and speaks about giving specific feedback on effort and performance, rather than general praise without direction and follow up.

SOURCE: Doing What Works

The Nature of Prescriptive Feedback (Part 1)

Dr. Carol Dweck, from Stanford, is a leader in the research on effective feedback for students. In this video she describes the research on the effects of prescriptive, informational feedback and provides some examples of such feedback.

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