A Call for Changes

Instructional Practices Icon

Sharon Rendon, Director of Professional Learning, sharonrendon@cpm.org

The math community has long been aware of the concerns about the systems and practices facing high school mathematics in the United States. All you need to do at dinner is bring up a conversation about algebra and there will be someone with the response, “I wasn’t any good at high school math,” or “When do you ever use algebra anyway?”

I recently had the opportunity to attend the national meetings for both the National Council of Supervisors of Mathematics (NCSM) and the National Council of Teachers of Mathematics (NCTM) in Washington D.C. Both groups of mathematicians are calling for a renewed commitment to creating equitable classrooms that allow every student to engage in meaningful mathematics each and every day. All students need to see themselves as capable, lifelong learners and confident doers of math. When we look back on the past couple of decades, there seems to be improvement at the K-8 levels, however there is consensus that high school mathematics programs are in need of change. NCTM has published a new book with the hopes that stakeholders at all levels will have courageous conversations that are critical to providing high school students with more meaningful mathematics experiences. Catalyzing Change in High School Mathematics is a call for everyone involved in secondary mathematics to start spirited, yet critical, conversations encouraging change in high school mathematics programs. Too many students are leaving high school without quantitative literacy and critical thinking processes needed to make wise decisions in their personal lives.

The council outlines four key recommendations:

  1. Each and every student should learn the Essential Concepts in order to expand professional opportunities, understand and critique the world, and experience the joy, wonder, and beauty of mathematics.
  2. High school mathematics should discontinue the practice of tracking teachers as well as the practice of tracking students into qualitatively different or dead-end course pathways.
  3. Classroom instruction should be consistent with research-informed and equitable teaching practices.
  4. High schools should offer continuous, four-year mathematics pathways with all students studying mathematics each year, including two to three years of mathematics in a common shared pathway focusing on the Essential Concepts, to ensure high-quality mathematics education for all students.

Each of these recommendations is expounded upon in the book. NCTM has taken this bold step to provide those involved in secondary education with a guide to step up and begin the conversations. There are great inequities happening right now and these can begin to be addressed simply by looking at our systems and structures and asking questions.

Both Past President Matt Larson and the keynote speaker Christopher Emdin, spoke about returning the joy and wonder of mathematics to the high school classroom. The experiences in high school mathematics need to bring a sense of empowerment to our students. Students must have the ability to expand their professional opportunities, understand and critique the world, and experience the wonder, joy, and beauty of mathematics. Our society needs quantitatively literate members who can productively contribute to a democratic society. The Essential Concepts that are described in the book are designed to support students with this vision. The concepts are embedded in the domains: number, algebra and functions, statistics and probability, and geometry and measurement. “These concepts represent the most critical content from these domains—the deep understandings that are important for students to remember long after they have forgotten how to carry out specific techniques or apply particular formulas.” . It is mentioned several times, that the concepts are not another set of standards or disjointed list of topics to be taught. The Essential Concepts are designed, so that all high school students are given the opportunity to fully experience them, regardless of the standards.

This book will serve as a great resource to those of us influencing high school mathematics classrooms. We can begin to open up these necessary and serious conversations that will improve learning experiences and outcomes for each and every high school student. Will you make the commitment to join me?

National Council of Teachers of Mathematics, Inc., Catalyzing Change in High School Mathematics: Initiating Critical Conversations, (2018), 37.

You are now leaving cpmstg.wpengine.com.

Did you want to leave cpmstg.wpengine.com?

I want to leave cpmstg.wpengine.com.

No, I want to stay on cpmstg.wpengine.com

Algebra Tiles Blue Icon

Algebra Tiles Session

  • Used throughout CPM middle and high school courses
  • Concrete, geometric representation of algebraic concepts.
  • Two-hour virtual session,
  •  Learn how students build their conceptual understanding of simplifying algebraic expressions
  • Solving equations using these tools.  
  • Determining perimeter,
  • Combining like terms,
  • Comparing expressions,
  • Solving equations
  • Use an area model to multiply polynomials,
  • Factor quadratics and other polynomials, and
  • Complete the square.
  • Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..

Foundations for Implementation

This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.

Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.

Edit Content

Building on Instructional Practice Series

The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

Building on Equity

In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

Building on Assessment

In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

In Building on Discourse, participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.