Description
American schools and districts shift from teaching previously adopted math standards to the Common Core State Standards for Mathematics. Previous researchers have addressed aspects of exemplary pedagogy for Common Core math standards, but much of the research to this point has lacked descriptions of specific teacher language and actions that practitioners can readily apply. The present study describes how excellent teachers implement research-based practices for math instruction, using specific language that teachers can apply in their classrooms. It also offers a comprehensive framework for math instruction so that K-12 teachers can conceptualize how these specific aspects of instruction fit together. The researcher found that excellent math teachers who implement research-based practices communicate clear learning objectives and success criteria in their classrooms. They explicitly and carefully model for students the type of thinking that will lead to student success in math. They assign rich mathematical tasks for learners to struggle with, usually in collaborative groups, and provide thoughtful structures and supports for students to ensure that learning is maximized during this collaborative time. These teachers facilitate rich and meaningful mathematical discussions in their classrooms. When they assign independent work, they do so strategically to maximize conceptual understanding and true fluency, as well as to promote metacognition among learners. These teachers structure their lessons so that students acquire a deep conceptual understanding of math before building fluency, and they weave continuous formative assessment into each of these aspects of instructional practice.
