• Summary
  • Contents
  • Subject index

The Standards for Mathematical Practice, according to the CCSS document describe the mathematical “habits of mind” that teachers, at all levels, should develop in their students, and without which the content standards cannot be successfully implemented. Attention to the Mathematical Practices connected with content must be enacted in teaching, which will require professional development. Though the CCSS Mathematical Content Standards differ in detail from other content standards, their form is familiar to teachers: a list of things to know. The Mathematical Practices are not so easily condensed into a lesson or unit, not so easily tested and, generally, not so familiar. Content standards are specified grade by grade and build on each other rather than repeating year after year. The Mathematical Practices are different. Though they can be enacted in an appropriate way at any level, they evolve and mature over years rather than days, along with children's cognitive development and the nature and sophistication of the Mathematical Content. It can be expected that the developers of the CCSS, and the states that collaborated in calling for the development of the CCSS, will work with the developers of assessments to ensure that the Mathematical Practices are taken seriously in testing. Hull, Miles, and Balka are writing this book as PD resource to help school and math leaders grapple with the changes that must be addressed, in order to move their teachers toward implementation of the practices required by the CCSS.

Maintaining Support to Increase Implementation
Maintaining support to increase implementation

Introducing, maintaining, and achieving instructional change is a long-term investment for leaders and teachers. As presented in previous chapters, adults adopt change at different rates and for different reasons. One vitally important job for mathematics leaders and leadership teams is to provide the needed support to the correct teachers at the appropriate times. If this is to happen, teacher monitoring must occur.

Readers can readily recognize that Mr. Young in Chapter 6 will need different support than some of the other teachers. Leaders and leadership teams need to know how many “Mr. Young” types are at the campus. Leaders waste valuable time, energy, and talent when they insist that Mr. Young sit through introductory sessions concerning ...

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