Improving Standards in Mathematics (ISM) from La Salle Education is a customisable programme of support for primary and secondary schools. ISM is delivered by highly experienced mathematics education experts, who understand the challenges that schools face and have a proven track record of helping schools to embed sustainable improvements.
Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. Mathematics and Special Education Leadership Protocols Protocol 3: Essential Understandings About Rigorous Mathematics Instruction Developed in collaboration. Mathematics and Special Education Leadership Protocols Protocol 3: Essential Understandings About Rigorous Mathematics Instruction Developed in collaboration with the MA DESE, the MA Math Support Specialists Network and Education Development Center, Inc.
Protocol 3 Goals To establish a shared definition of a rigorous mathematics experience for all students; To become familiar with how the Standards for Mathematical Practice help deepen students understanding of content.
Increasing the Mathematical Rigor Increasing the rigor does not necessarily mean going faster or going further ahead in the curriculum It means going deeper What do we mean by going deeper? Increasing the Mathematical Rigor What is the rule for finding the mean (or average) of a set of numbers? Increasing the Mathematical Rigor Find the area for a rectangle with a length of 7 and a width of 3. Increasing the Mathematical Rigor Whats the largest possible area of a rectangle that has a perimeter of 16 inches? Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. The Math Content and Practice Standards 19 These Standards are not intended to be new names for old ways of doing business.
Standards for Mathematical Practice The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years.


Getting Familiar with the Standards for Mathematical Practice Discuss: How do these math practices combined with math content fit or not fit with your own ideas of mathematical rigor?
Getting Familiar with the Standards for Mathematical Practice Few minutes to work on the Staircase Problem. Getting Familiar with the Standards for Mathematical Practice As you watch the video, keep the following question in mind: What evidence of MP #3 do you see as the students work on the problem in the video? Getting Familiar with the Standards for Mathematical Practice Having watched the video and identified some possible examples of students use of MP #3, discuss: What evidence from the video did you see that you think embodies MP #3? Getting Familiar with the Standards for Mathematical Practice Based on what youre thinking at this point, what are three things that now seem central to you about rigorous mathematics?
Mathematics and Special Education Leadership Protocols Protocol 4: Aligning Barriers & Strategies Developed in collaboration with the MA DESE, the MA Math. Developing Mathematical Practices for Geometry, Algebra II and Beyond Developed by Education Development Center, Inc. Developing Mathematical Practices for Algebra in Grades 4-10 Developed by Education Development Center, Inc. Mathematics and Special Education Leadership Protocols Protocol 2: Essential Understandings About Students with Disabilities Developed in collaboration.
It gives schools the opportunity to raise the quality of teaching and improve student outcomes through a tailored, school centred approach that truly reflects the needs of individual schools and their teachers. Each element can be individually selected, with a negotiable cost, or schools can opt for one of our three carefully designed packages. Anne Collins, Lesley University’s Director of Mathematics Programs, has won national recognition for her work as Director of Lesley’s Center for Mathematics Achievement.
And evidence to support the program continues to grow.“In Revere, we first started out eight years ago.


They articulate how students must engage with the mathematics content in order to reason like a mathematician, not just compute like a calculator.
Not necessary or expected to finish it – just start it and share 1-2 ideas you have with someone else about how youre thinking about the problem.
After three years, the city noticed MCAS scores for students who had teachers in our programs were outperforming their counterparts on the state MCAS,” said Collins.
It is time for states to work together to build on lessons learned from two decades of standards based reforms. Get a Post-It Note Write your favorite math topic on it Find the Consensograph on the wall Place your post-it.
Our work focuses on developing concrete and pictorial representations of ideas in math, and we work through them through investigations so teachers have that ‘Aha moment.’”The AMTE’s Excellence in Leadership Award also hails Collins’ contributions to the mathematics education field and professional organizations. She spent 10 days in Seoul, Korea last summer at the International Congress on Mathematical Education, working on formative assessment, which was a “wonderful experience,” she said.“At the cutting edge”Collins began her career as an elementary school teacher, and then took a break to raise her children.
She later went back to college and got her math degree, teaching high school and middle school math for 15 years before going on to become math coordinator for the Massachusetts Department of Elementary and Secondary Education.
She then worked at Boston College funded by grants from the Raytheon Company and the Noyce Foundation to provide professional development for teachers implementing the Connected Math project, and she has worked at Lesley for the past eight years.“I’ve had tremendous support from my colleagues at Lesley,” said Collins.



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