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CP 15: Teaching Mathematics

From the Core Practices Beta 2017

Created By

EL Education

Topic

  • Core Resources about EL Education

Type

Guidance Documents

In the EL Education model, math is taught in stand-alone math classes. Whenever possible it is also integrated into projects, case studies, and learning expeditions. Teachers in all disciplines and grade levels model mathematical passion and courage by addressing gaps in their own mathematical understanding, explicitly exploring the mathematical dimensions of their discipline, and modeling mathematical thinking. Teachers support all students to think like mathematicians and cultivate mathematical habits of mind, including curiosity, risk-taking, perseverance, valuing evidence, precision, and craftsmanship. All students are prepared to engage in high-level math classes, because such classes often function as gateways of access to later classes and courses at the secondary level and in college. Mathematical thinking and learning is showcased and discussed throughout the building.

Teachers choose challenging curriculum and generative problems that will enable students to discover the mathematical concepts behind algorithms and procedures. They engage students by asking them to grapple with complex problems independently and to discuss and critique each other’s strategies. Students learn to reason abstractly and quantitatively, to model real-world situations mathematically, and to construct and critique mathematical arguments. Teachers support students to learn foundational facts—vocabulary, algorithms, formulas and number facts (such as times tables) as one part of mathematical fluency. Equally, teachers deepen students’ mathematical fluency by equipping them to solve unfamiliar and complex problems, which builds mathematical courage, creativity and confidence. Students learn to use technology strategically in problem solving.

Created By

EL Education

Topic

  • Core Resources about EL Education

Type

Guidance Documents

In the EL Education model, math is taught in stand-alone math classes. Whenever possible it is also integrated into projects, case studies, and learning expeditions. Teachers in all disciplines and grade levels model mathematical passion and courage by addressing gaps in their own mathematical understanding, explicitly exploring the mathematical dimensions of their discipline, and modeling mathematical thinking. Teachers support all students to think like mathematicians and cultivate mathematical habits of mind, including curiosity, risk-taking, perseverance, valuing evidence, precision, and craftsmanship. All students are prepared to engage in high-level math classes, because such classes often function as gateways of access to later classes and courses at the secondary level and in college. Mathematical thinking and learning is showcased and discussed throughout the building.

Teachers choose challenging curriculum and generative problems that will enable students to discover the mathematical concepts behind algorithms and procedures. They engage students by asking them to grapple with complex problems independently and to discuss and critique each other’s strategies. Students learn to reason abstractly and quantitatively, to model real-world situations mathematically, and to construct and critique mathematical arguments. Teachers support students to learn foundational facts—vocabulary, algorithms, formulas and number facts (such as times tables) as one part of mathematical fluency. Equally, teachers deepen students’ mathematical fluency by equipping them to solve unfamiliar and complex problems, which builds mathematical courage, creativity and confidence. Students learn to use technology strategically in problem solving.

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