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Best Practices

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For each student in our district to become mathematically literate, we believe that the following best practices should be developed throughout the system:

Teachers Should Students Should Classroom Environment
Develop math confidence in students by building competence and  disposition towards math. Show diligence in solving problems - even if they have to ask several questions to get going. Often exhibit a curiosity about math work. Relaxed, non-threatening atmosphere. Clear behavioral expectations.
Encourage students to use language to explain math processes. Provide students with enough time to formulate responses. Give explanations orally and in writing. There are charts, posters and student aids that use language to support math processing.
Develop mathematical language by using accurate math vocabulary and requiring students to use it in oral and written explanations of work Engage in discussions with the teacher, in pairs and in groups. Open and inviting classroom. There is a great deal of student discussion. Includes math journals or notebooks that offer students the opportunity to reflect on what they know.
Help students to analyze their own work for errors and recognizing it as a success when they do. Students own the responsibility of the learning and doing the work. Mistakes are viewed as a step in the journey to finding the correct answer, an honest attempt at doing the work.
Let students know that they are more interested in the journey taken to solve a problem than just  the final answer. May try a different way to solve problems using different representations. When students make an error, the question becomes "What should you do next?". Students then take that next step.
Use real life connections whenever possible so that students can show understanding through application Relate to the connection for developing understanding and may make other connections (generalize) Ability to get started and persist during complex problems. The classroom is rich with materials (objects, math tools, manipulatives, books, technology, etc.)
Use 3D models, manipulatives, tools and visual representations to help students process Use materials or visuals to explain math work to others. Materials to create visuals are available.
Model learning for students. Replicate the modeled work and sometimes manipulate or improve the model. Teacher and class show respect and understanding to the students and their ideas.
Observe students working. Uses signs and cues to know when students are successful or need help. Work in a relaxed manner because they are accustomed to being observed as they work. Students may ask questions of their classmates or the teacher during observations. Relaxed, non-threatening atmosphere.
Listen to student discussions. Comfortable enough to discuss out loud - even at the risk of making a mistake. Relaxed, non-threatening atmosphere.
Asks more questions than gives answers. Frequently asks "Why?", "How?", "Is there another way?". Students are comfortable responding or asking another question in return. Relaxed, non-threatening atmosphere.
Facilitates learning so the students become independent, curious math learners - the students do the work - not the teacher. Demonstrate the ability to approach problems independently. Demonstrate ownership, curiosity and resourcefulness. Engaging, contextual problems prevail in the curriculum.
Allows, suggest and requires multiple ways to solve problems. Can use a variety of approaches to attack a problem. Resources, math tools, manipulatives are available.

Adapted from
Barbara Schmich
Gwinnett County, GA

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