The Math Pact: A Commitment to Instructional Coherence

Karp, Karen S.; Bush, Sarah B.; Dougherty, Barbara

doi:10.5951/mtlt.2020.0168

Mathematics Teacher: Learning and Teaching PK-12

2020

DOI: 10.5951/mtlt.2020.0168

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The Math Pact: A Commitment to Instructional Coherence

Karen S. Karp

Sarah B. Bush

Barbara Dougherty

Abstract: Ear to the Ground features voices from various corners of the mathematics education world.

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“…Mathematics instruction should aim to “facilitate discourse among students in building a shared understanding of mathematical ideas by analyzing and comparing students’ approaches and arguments” (NCTM, 2014, p. 3). Discourse practices in which students engage in sustained back–and–forth exchanges (Zwiers & Crawford, 2011) create the necessary foundational context and conditions for students to learn to coconstruct knowledge, including the development of generalizations (Karp et al, 2020), deepen conceptual understanding, and engage in mathematical communication, leading to improved mathematics and linguistic outcomes (Spies & Xu, 2018).…”

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Scaffolding Language for Learning in Mathematics for English Learners Receiving Intensive Intervention

Sacco

Spies

Pfannenstiel

2022

Learn Disabil Res Pract

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Eliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who are English learners, are not able to participate in discourse opportunities within core instruction in mathematics because they lack the confidence or the necessary skills. This includes students with mathematics difficulties as well as students with identified mathematics disabilities. Discourse provides multiple opportunities to practice using and listening to content-specific language, which is critical to developing academic language and accessing higher-level mathematics. This article summarizes the research supporting discourse in mathematics interventions as well as appropriate scaffolds to support discourse within intensive intervention for English learners, ultimately improving student understanding and performance.Eliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who are English learners (ELs), are not able to participate in discourse opportunities within core instruction in mathematics because they lack the necessary confidence, language, or mathematics skills (Griffin et al., 2013). This includes students with mathematics difficulties as well as students with identified mathematics disabilities (MD).Discourse provides multiple opportunities to practice using and listening to content-specific language, which is critical to developing academic language and accessing higher-level mathematics. This practitioner article will provide research on the importance of including and supporting discourse practices in mathematics interventions as well as appropriate scaffolds to increase discourse within intensive intervention, ultimately improving ELs' understanding and performance in mathematics.Vignette: Ms. Jenson provides intensive intervention in mathematics to five second graders. They are learning double-digit addition and subtraction without regrouping. Two of the students in her intervention group are ELs. She noticed that they were very quiet in the small group, compli-Requests for reprints should be sent to Donna M. Sacco, American Institutes for Research. Electronic inquiries should be sent to

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mentioning

confidence: 99%

Scaffolding Language for Learning in Mathematics for English Learners Receiving Intensive Intervention

Sacco

Spies

Pfannenstiel

2022

Learn Disabil Res Pract

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Incremental Growth through Professional Learning Communities of Math Teachers Engaged in Action Research Projects

Bondurant

2024

Education Sciences

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This study investigates the experiences of a professional learning community (PLC) composed of six secondary math teachers enrolled in a graduate math methods course. Through the discussion of educational texts and collaborative inquiry, the teachers identified classroom challenges they aimed to address through individual action research projects. The PLC provided a supportive environment for teachers to share their processes, receive peer feedback, and collectively reflect. This study underscores the value of action research and PLCs in driving educational improvement. By engaging in structured inquiry within a collaborative setting, teachers gained insights into pedagogical issues, developed targeted incremental interventions, and contributed to the broader discourse on math education pedagogy. The collaborative PLC model facilitated reflective practice, challenged assumptions, and empowered teachers as agents of change. Implications for teacher professional development, instructional practices, and future research directions are discussed.

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Finding, Growing, or Restoring Your Pod

Cullen

Anderson

2021

Mathematics Teacher: Learning and Teaching PK-12

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The Math Pact: A Commitment to Instructional Coherence

Abstract: Ear to the Ground features voices from various corners of the mathematics education world.

Cited by 3 publications

References 8 publications

Scaffolding Language for Learning in Mathematics for English Learners Receiving Intensive Intervention

Scaffolding Language for Learning in Mathematics for English Learners Receiving Intensive Intervention

Incremental Growth through Professional Learning Communities of Math Teachers Engaged in Action Research Projects

Finding, Growing, or Restoring Your Pod

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