Systems Reform

We describe the development of a visual model to represent the implementation of an ambitious mathematics program, which serves as an example of a complex educational reform.

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementation with educators, and sample drawings, detailing how personal drawings were made visible across participants and the conversations resulting from viewing and reflecting on one another’s drawings.

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementation with educators, and sample drawings, detailing how personal drawings were made visible across participants and the conversations resulting from viewing and reflecting on one another’s drawings.

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementation with educators, and sample drawings, detailing how personal drawings were made visible across participants and the conversations resulting from viewing and reflecting on one another’s drawings.

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementation with educators, and sample drawings, detailing how personal drawings were made visible across participants and the conversations resulting from viewing and reflecting on one another’s drawings.

In this article, we explore demands and tensions involved when schools implement ambitious mathematics teaching (AMT).

Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as school organization and culture, can pose barriers to subject integration. The purpose of this study is to describe synergies and tensions between data science and the arts, and how these can create or constrain opportunities for learners to engage in IIR.

Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as school organization and culture, can pose barriers to subject integration. The purpose of this study is to describe synergies and tensions between data science and the arts, and how these can create or constrain opportunities for learners to engage in IIR.

Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as school organization and culture, can pose barriers to subject integration. The purpose of this study is to describe synergies and tensions between data science and the arts, and how these can create or constrain opportunities for learners to engage in IIR.

Educational policies exist as part of complex systems of many policies, all of which science teachers must make sense before using in practice. Using Actor-Network Theory to view policy translation in assemblages, we examine how networked actors mediate teachers’ policy play.