Math teachers all across the district are trying to answer the question: "what does deeper learning look like in math and how can I engage ALL learners in activities that are challenging?" All math teachers share the struggle to move every student towards proficiency. This challenge includes: teaching all grade level standards, supporting students' demonstration of the mathematical practices, closing gaps, differentiating, and ensuring all students are able to retain mastery of essential standards. There is a tendency, due to student challenges and gaps, to proceduralize mathematics. The traditional model of mathematics is "I do, we do, you do." Many classrooms are filled with worksheets that focus on procedures. This model does not support our students with retention or in the development of critical thinking and problem solving skills. In fact, the answer to how to support struggling students in mathematics is deeper learning. Our current standards, adopted in 2011, require three shifts in instruction: focus, coherence and rigor. Deeper learning is adhering to these shifts.
Focus means that not all standards are created equal. Some standards, or clusters of standards, require more time to develop mastery and are considered essential because they are fundamental to future mathematics. JCPS curriculum maps identify the essential standards. Using resources, such as Achieve the Core, and collaborating with teacher leaders across grade levels, the standards needing more emphasis were identified. These are also the standards that ALL students must master. Remediation opportunities must be put in place to help students who take longer to master.
Coherence means teaching mathematics so that topics connect. When curriculum is designed with coherence, topics and skills are not taught in isolation. Scope and sequence is purposeful to help students build understanding and make connections across topics and grade level standards. Mastery is developed over time while learning helps make sense of how new learning connects to previous experiences and skills. Each grade level or course is designed to tell a story of the mathematics and adds tools and understandings to students' tool box of critical thinking and problem solving skills.
If deeper learning was a car, rigor would be the engine. In mathematics, rigor means approaching learning with a balance of conceptual understanding, fluency and application. Balance means equal. Learning needs to support the why, not just the how. If we "GPS" students towards solutions, then they may arrive at the answer. However, they cannot retain the how. In fact, most students will lose the directions as soon as they move to another topic. Application and understanding helps students develop problem solving skills. Of course if students have experienced math traditionally for many years, then they expect the teacher to "GPS." It sometimes takes time to change students' mindsets towards how math is learned, but it can be done. We have to believe they can, first.
Written by Angela Harris
