Recent Blog Posts
The Kids Do Care: The Importance of Student Input on Testing
Posted on Feb 1, 2017
  • Michelle George
Tags
  • Assessment
  • Common Core
  • General Education
  • State Standards
The Kids Do Care: The Importance of Student Input on Testing

A common complaint about standardized assessments in this time of high-stakes testing is that while teachers and administrators are held accountable, students are not. Of course, teachers must be responsible, but by leaving learners out of the conversation, students often are not vested in the process.

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What did you learn today?
Posted on Apr 20, 2016
  • Bea Moore Luchin
Tags
  • Common Core
  • Math
  • NCTM Standards
  • State Standards
What did you learn today?

As we implement higher standards across the country, it has become increasingly important that we identify and use a variety of strategies to assess student learning so that the appropriate interventions may be provided.

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How to Unlock the Language of Math for Your Students
Posted on Mar 30, 2016
  • Bea Moore Luchin
Tags
  • Common Core
  • Math
  • NCTM Standards
  • State Standards
How to Unlock the Language of Math for Your Students

Sometimes the mathematics conversation is just as confusing to students as this collection of signs is to a driver in an unfamiliar situation. There appears to be a variety of symbols used to identify the different types of roads in the area, just as we have a variety of concepts, operations, and relations that are conveyed through symbolic notations.

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Put Thoughtful Research into Practice for Struggling Math Learners
Posted on Mar 23, 2016
  • John Woodward
Tags
  • Common Core
  • Math
  • NCTM Standards
  • State Standards
  • Struggling Students
Put Thoughtful Research into Practice for Struggling Math Learners

In my previous blog, I argued for a dual topic approach to curriculum design. The framework outlined in that blog is based on a variety of research. Some of this research is drawn from psychology and studies of human learning. These involve the development of automaticity and controlling cognitive load. Other design elements are associated with what we have learned over the years from international research, particularly the way successful countries focus on fewer topics with greater depth in their math curricula. Still other research is a synthesis of what we believe are best instructional practices in remedial and special education.

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Why a Dual Topic Instructional Approach Works in Math
Posted on Jan 20, 2016
  • John Woodward
Tags
  • Common Core
  • NCTM Standards
  • State Standards
  • Struggling Students
Why a Dual Topic Instructional Approach Works in Math

Defining a High-Standards Math Curriculum for Struggling Students, Part 2 of 2 I made the case in my previous blog that adjusting the pace of instruction for struggling students in a high-standards curriculum is imperative. We all have different aptitudes for a given endeavor—from music to mathematics—and it is unrealistic to expect that all students can learn the same set of complex ideas in the same, fixed period of time.

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What Do Struggling Learners Need in Math Instruction?
Posted on Nov 18, 2015
  • John Woodward
Tags
  • Common Core
  • Math
  • NCTM Standards
  • State Standards
What Do Struggling Learners Need in Math Instruction?

It takes time for research to be translated into practice, particularly when it comes to textbooks. For example, it was nearly 20 years ago when U.S. math educators examined the textbooks and instructional practices of highly successful countries around the world, only to determine what we already knew.

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