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Enhancing Mathematics Instruction: Insights from the October 2013 Principals’ Meeting

At the October 24, 2013 Principals’ Meeting, a report on PSAT results highlighted the importance of effective mathematics instruction. The findings indicate the need for diverse instructional methods that support students in problem-solving and engagement with mathematics. Emphasizing mathematical discourse through richer questioning and collaborative learning is key to fostering student understanding. Teachers are encouraged to implement authentic tasks and rethink their approach to questioning, which can significantly enhance student reasoning and connections within mathematics.

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Enhancing Mathematics Instruction: Insights from the October 2013 Principals’ Meeting

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  1. Update on Math Initiatives Principals’ Meeting October 24, 2013

  2. PSAT 2012-13 SOAS Report • Note: Data only includes Sophomores taking the test

  3. College and Career Readiness Benchmarks

  4. Score Distribution - Mathematics 44

  5. 49% 56% 30% 40% 58%

  6. WHAT DOES RESEARCH SAY ABOUTHOW MATHEMATICS INSTRUCTIONSHOULD BE CONDUCTED? A variety of instructional methods should be used in classrooms to cultivate students’ abilities to investigate, make sense of, and construct meanings from new situations; to make and provide arguments for conjectures; and to use a flexible set of strategies to solve problems from both within and outside mathematics. In addition to traditional teacher demonstrations and teacher-led discussions, greater opportunities should be provided for small-group work, individual explorations, peer instruction, and whole-class discussions in which the teacher serves as a moderator. (NCTM, 1989, pp. 125, 128)

  7. To sum it up . . . Teachers need to support students in engaging in Mathematical Discourse.

  8. Let’s Review . . . (Common Core Math Summer Training 2013) Keys to Mathematical Discourse

  9. The Keys to Mathematical Discourse • Authentic, Rich Tasks • Level of Questioning

  10. How can we improve our questioning? • Develop and/or select deeper, richermathematical problems to give to students • Increase the level of questions that we ask students • Change the type of questions that we ask students So that we can increase Reasoning and Connections skills!

  11. Question Analysis • Revised Bloom’s Taxonomy • Question Analysis Activity

  12. Question Prompts and Stems

  13. Walkthrough Tool

  14. High School Mathematics School Visits 2013-14

  15. A Challenge: • How can we team within the department to be more intentional about creating discourse?

  16. Shifting Our Perspective When students don’t seem to understand something, my instinct is to consider how I can explain more clearly.A better way is to think “They can figure this out. I just need the right question.”- D. Kennedy (2002) Never say anything a kid can say.- Reinhart (2000)

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