News from the Southern 1 Region
Wanda Audrict, Southern 1 Regional Director
Summer is often the time for mathematics leaders to reflect on their work. As they reflect, many leaders consider their goals, progress toward their goals and they consider developing next steps that will need to be implemented when the new school year begins. A primary goal often reflected upon by mathematics leaders is to improve mathematics teaching and learning in order to enhance student achievement and engagement in mathematics.
This year as many mathematics leaders reflect on their progress toward this goal, they will be thinking about the eight Standards for Mathematical Practice as outlined in the Common Core State Standards. They will reflect on the extent to which they have promoted the need to develop student proficiency in these practices. Many will consider what most mathematics classrooms look like during lesson time. Are students participating, and if so, how are they participating? Are the questions asked during instruction encouraging student thinking, or promoting recall responses? Is adequate time devoted to concept development? It is important to remember that the error in teaching students basic facts and computational algorithms is in believing that drill and practice is a method of developing understanding. Drill and practice are still appropriate but only when the desired concepts have been meaningfully developed.
As mathematics leaders prepare for the upcoming school year they will consider next steps to provide directions and support that will increase student proficiency in these practices. NCSM is working to provide support to leaders in this area and more. The Board meets in July to plan for next year. If you have suggestions, please contact me.
Standards for Mathematical Practice
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.