Mathematics at Work™
Resources
Activating the Vision
Engage in the Mathematical Practices
The Four Keys of Mathematics Leadership
Strategies to Build Numeracy and Literacy With K–5 Learners
By Bill Barnes and Mona Toncheff Foreword by Timothy D. Kanold
By Kit Norris and Sarah Schuhl
In order to build and sustain a successful mathematics program, mathematics leaders must change traditional practices; meet new curricular, instructional, and assessment challenges; collaboratively establish a cohesive vision for teaching and learning; and then put that vision into action. 224 pages
Discover more than 40 strategies for ensuring students learn critical reasoning skills and retain understanding. Each chapter is devoted to a different Standard for Mathematical Practice and offers an in-depth look at why the standard is important for students’ understanding of mathematics. 296 pages; grades K–5 78CCA–BKF670 $37.95 USD | $47.50 CAD ISBN 978-1-936764-76-1
78CCA–BKF720 $34.95 USD | $44.00 CAD ISBN 978-1-942496-94-6
Joint publication with the National Council of Teachers of Mathematics
As seen in District Administration
Case Study
Mathematics at Work™ pushes California district’s teachers to work better together for students and themselves After several visits to the district by Dr. Timothy D. Kanold, including a full day of professional development around Mathematics at Work™, Visalia USD entered a three-year contract at the start of the 2014–15 school year to have the program’s consultants work with middle and high school teachers. COACHING CONSISTENCY Mathematics at Work™ sent the same eight consultants to the same schools in Visalia USD since the start of the contract. Stacey McNinch-Curschman, the secondary curriculum director for Visalia, believes this consistency has been one of the keys to building trust between the consultants and educators. “That’s been a huge advantage that Mathematics at Work has guaranteed to us,” says McNinch-Curschman of the consultants’ continuity with schools. “The training support Mathematics at Work™ provides is a combination of classroom coaching, observation feedback, and targeted professional development. “While the Mathematics at Work™ consultants all have the same coaching outcomes and goals, they have been able to tackle specific needs of the individual schools they work with on their visits. “What this has allowed us to do is to customize to the needs of the school site,” says McNinch-Curschman.
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MORE TIME ON MONDAYS Visalia USD adopted a bell schedule to allow collaborative teams to meet during the school day each week. The students have a late-start day on Mondays, with school starting one hour later than normal. McNinch-Curschman says the district understands that when asking teachers to undertake shifts in how they are teaching mathematics, they need more time to meet and collaborate. The additional meeting time allows teachers to have better collaborative conversations concerning student engagement and support. “The best way to encourage student learning is collaborative work by teachers in the field,” says McNinchCurschman. VISALIA USD SNAPSHOT Location: Visalia, California Student population: 27,056 in K–12 (as of 2015–16 school year) Student demographics: 67% Hispanic or Latino, 23% White, 5% Asian, 5% Other Socioeconomic data: 66% of students receive free or reducedprice lunch
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8/11/17 10:18 AM