A game called Five Steps to Zero and its variations are meant to help students with mathematical reasoning.
Several years ago, I was working with a group of high school math teachers. Their assistant principal was impressed with their practice of sharing data from common assessments, assuming that they used these data to drive instruction. However, when I asked the teachers which data they used when teaching, they said that student work and questions during class were much more valuable. Apparently, people may interpret “data-driven instruction” differently. As a mathematics teacher, what data can you collect, and how can you use those data to improve instruction?
After many years of teaching mathematics, I still fall into the trap of assuming that my students think as I do. Indeed, this failure to recognize my own assumptions and to acknowledge that others may not share them is at the root of most of my teaching problems.
Rob Wieman and Fran Arbaugh
Create homework assignments that both engage middle-grades students and strengthen their mathematical understandings and skills.
Rob Wieman, Lindsay Freedman, Paul Albright, Deb Nolen, and Jessica Onda
Four teachers and a teacher educator move from guided notes to strings in a series of problems that support students in increased engagement, reasoning, sense making, and problem solving.