A schoolwide solution for students’ mathematics success!
Do you sometimes start to teach a mathematics concept and feel like you’re staring at a sea of bewildered faces? What happens when you discover students previously learned a calculation trick or a mnemonic that has muddied their long-term understanding? When ‘rules’ seem to change from year to year, teacher to teacher, or school to school, mathematics can seem like a disconnected mystery for students. Clear up the confusion with a Mathematics Whole-School Agreement!
Expanded from the highly popular ‘Rules that Expire’ series of NCTM articles, this essential guide leads educators through the collaborative step-by-step process of establishing a coherent and consistent learner-centered and equitable approach to mathematics instruction. Through this work, you will identify, streamline, and become passionate about using clear and consistent mathematical language, notations, representations, rules, and generalizations within and across classrooms and grades. Importantly, you’ll learn to avoid ‘rules that expire’—tricks that may seem to help students in one grade but hurt in the long run. Features of this book include:
• Abundant grade-specific examples
• Effective working plans for sustainability
• Barrier-busting tips, to-dos, and try-it-outs
• Practical templates and checklists
• PLC prompts and discussion points
When teachers unite across grades, students hit the ground running every year. Take the next step together as a team and help all your students build on existing understanding to find new success and most importantly, love learning and doing mathematics!
Table of Content
Foreword by Matthew R. Larson, and Robert Q. Berry III
About the Authors
Acknowledgments
Preface
Chapter 1: Jumping on Board: What is the Mathematics Whole School Agreement?
Chapter 2: Watching What We Say! Correct and Consistent Language
Chapter 3: Symbol Sense is Foundational: Noting the Importance of Precise Notation
Chapter 4: Mental Images that Last: Cohesive and Consistent Representations
Chapter 5: Why was I Taught That? Evaluating Rules that Expire
Chapter 6: Building Generalizations: Developing Instructional Strategies the MWSA Way
Chapter 7: Embodying the MWSA in Every Lesson: No Teaching by Telling!
Chapter 8: Getting to the Nitty Gritty: Building and Enacting the MWSA
Chapter 9: Sharing Successes from the Field: MWSA Heroes Tell their Stories!
References
Index
About the author
Karen S. Karp is a professor in the School of Education at Johns Hopkins University. Previously, she was a professor of mathematics education in the Department of Early and Elementary Childhood Education at the University of Louisville, where she received the President’s Distinguished Teaching Award and the Distinguished Service Award for a Career of Service. She is a former member of the board of directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators (AMTE). She is a member of the author panel for the What Works Clearinghouse Practice Guide on assisting elementary school students who have difficulty learning mathematics for the U.S. Department of Education Institute of Educational Sciences. She is the author or coauthor of approximately 20 book chapters, 50 articles, and 30 books, including Elementary and Middle School Mathematics: Teaching Developmentally, Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics, and Inspiring Girls to Think Mathematically. She holds teaching certifications in elementary education, secondary mathematics, and K–12 special education.
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