Description

This stack is designed to provide teachers of mathematics at every level with demonstrable experiences in research-based mathematics instructional practices where every student is engaged in discourse-rich, cognitively demanding and equitable mathematics learning environments.

What You’ll Learn

You will learn essential components in lesson preparation, delivery and reflection essential for high quality mathematics instruction.

Who Should Apply

  • PK12 teachers of mathematics,
  • instructional coaches,
  • and other education support professionals

Micro-credentials


Facilitating a Mathematical Discussion

The teacher facilitates a productive mathematics discussion about a mathematical task that promotes mathematical reasoning.

Identifying Tasks that Promote Reasoning

The teacher identifies cognitively demanding tasks (based upon Task Analysis Guide) that address a grade appropriate learning goal that promotes mathematical reasoning.

Planning for Students to Share and Discuss a Task

The teacher plans for a productive mathematics discussion about a mathematical task that promotes mathematical reasoning with their students.

Progression of Place Value Understanding

The teacher selects tasks that encourage the use of multiple representations of mathematical ideas through the collection of student work samples that make use of differing representations of mathematical content.

Setting up a Task that Promotes Mathematical Reasoning

Using a five-part planning protocol to demonstrate a thoughtful set up for the lesson, the teacher plans for the implementation of a task that promotes mathematical reasoning.

Supporting Student's Exploration of Tasks that Promote Reasoning

The teacher plans for the exploration of a task that promotes mathematical reasoning with their students.

Using Multiple Representations

The teacher identifies and selects a cognitively demanding task (based upon Task Analysis Guide) addressing a grade appropriate learning goal that promotes mathematical reasoning.

Collecting and Analyzing Assessment Data

The teacher demonstrates effective use of formative and summative assessment practices to uncover and make sense of students' mathematical understanding of a specific mathematics concept.

Collecting and Analyzing Assessment Data

The teacher demonstrates effective use of formative and summative assessment practices to uncover and make sense of students' mathematical understanding of a specific mathematics concept.

Using Funds of Knowledge in Mathematics Instruction

The teacher selects from a menu of ideas for bringing in individual students’ experiences and practices outside of school to design mathematical learning opportunities.

Diagnostic Interviews in the Mathematics Classroom

The teacher demonstrates effective use of diagnostic interview techniques to elicit student thinking and appropriately analyzes the collected data.