Teacher Practice

The Common Core State Standards for Mathematics (CCSSM) offer an opportunity for districts to push teachers to enact ambitious practices around instruction and curriculum use. However, taking up ambitious practices entails a number of challenges, some of which were evident during the NCTM Standards reform movement in the 1990s and early 2000s, and some of which reflect new approaches and new policy contexts.

The goal of this session is to discuss possibilities, progress, and problems in using learning progression research to support improved assessment and instruction in middle school and high school classrooms.

In this session, several learning progression-related DR K–12 projects share findings and discuss questions around two issues:

The three panelists in this session are in the last one or two years of their game-based learning projects, and all have done extensive work in supporting use of their games in classroom learning. As their work has progressed, each has discovered valuable ways to support teachers as well as encountered surprises in what teachers wanted (and didn’t want), and now recognize things they wished they had learned in the beginning of their projects. Session participants leave with recommendations they can use in their current projects, including:

The original version of the Mathematical Quality and Equity (MQE) video codes (Goffney, 2010; LMT, 2010) were developed as a section of the Mathematical Quality and Instruction observational instrument developed by the Learning Mathematics for Teaching Project at the University of Michigan.