Mathematics Best Practices (archived)
As a profession, teachers of mathematics must continually strive to learn from research, remain current within a dynamic field, effectively serve an increasingly diverse student population and constantly improve the results obtained by students. Practices that produce these characteristics, and are both replicable as well as supported by data, become known as “best practice” in the field. The documents here attempt to capture the current state of best practice for mathematics education as of July 2011.
Maintaining High Expectations
How can I have high expectations for all students in my classroom when they have such a variety of needs and backgrounds?
Questioning
Effective questioning in the mathematics classroom attempts to support deep thinking about mathematics and helps students clarify their understanding for themselves and others. Such thinking is a necessary part of growth in understanding mathematical concepts and is developed in multiple conversations over time. It helps students to develop their ability to use mathematics in new situations, and to increase their long term retention of the big ideas of mathematics.
Modeling Word Problems
How can I help my students understand and use the important information in a word problem?
Choosing Mathematical Tasks
Representing Mathematical Ideas
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