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Realizing Rigor in the Mathematics Classroom
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Realizing Rigor in the Mathematics Classroom

Foreword by Suzanne Mitchell



February 2014 | 192 pages | Corwin

Rigor put within reach!

Rigor: Everyone is talking about it, and now the Common Core has made it policy. But how exactly do you design a math classroom where achieving that goal is guaranteed? This first-of-its-kind guidebook will help teachers and leaders across the grades make that goal a reality. You’ll not only come to understand once and for all what rigor is, you’ll also learn how to consistently apply that ideal from math classroom to math classroom.

Using their Proficiency Matrix as a framework, Hull, Harbin Miles, and Balka offer proven strategies for successful implementation of the CCSS mathematical practices—with practical tools you can use right away. Whether working individually or as part of a team, you’ll learn how to

  • Define rigor in the context of each mathematical practice
  • Identify and overcome potential issues and obstacles, including differentiating instruction, monitoring classrooms, and using data
  • Relate specific roles and goals for students, teachers, math leaders, school leaders, and collaborative teams
  • Use assessment tools to guide work and monitor progress

With action checklists and record sheets, self-assessments, a teacher planning guide, and much more, this is the only resource you need to guide your team to rigor—and your students to achievement.


 
Foreword by Suzanne Mitchell
 
Introduction
CCSS Content and Practice: Opportunity for Rigor  
A Clue to Rigor  
Outline of the Book  
How to Use This Book  
 
Part I. The Foundation
 
1. Understanding and Meeting the Challenge of Rigor
National Assessments  
Teacher Evaluation  
Learning Shifts  
Meeting the Challenges  
Looking at Assessments  
Rigor as a Common Factor  
 
2. Defining and Instituting Rigor
Searching for Evidence  
Dictionary and Thesaurus  
Professional Opinions  
Indicators of Rigor  
Drawing Conclusions  
Decision Point  
Contrasting Example Lessons  
Problem Analysis  
Transforming Classrooms to Support Rigor  
Having Productive Conversations  
 
3. Building Team Leadership to Support Rigor
Role of a Steering Committee  
Role of a Leadership Team  
Role of the Principal  
Developing Learning Communities  
A Principal's Story  
Having Productive Conversations  
 
4. Rigor and the Standards for Practice
Rigor and Practices  
A Principal's Story  
Having Productive Conversations  
 
5. Rigor Related to Classroom Formative Assessment
Assessment Types  
Classroom Formative Assessment  
Refining Formative Assessment  
Classroom Formative Assessment  
Formative Assessment and Intervention  
Current Learning  
Effective Intervention  
Instructional Research  
Synergy  
A Principal's Story  
Having Productive Conversations  
 
6. Rigor and the Proficiency Matrix
Organization  
Progress Toward Rigor  
Strategy Relationship in the Matrix  
Classroom Formative Assessment and the Matrix  
Ms. Edward's Classroom  
A Principal's Story  
Having Productive Conversations  
 
Part II. Issues and Obstacles
 
7. Issues to Resolve
Issue: Teaching the Identified Content  
Issue: Deepening Mathematical Understandings  
Issue: Reaching All Students  
 
8. Obstacles to Success
Obstacle: Working in Isolation  
Obstacle: Attempting to Evaluate People to Change  
Obstacle: Failing to Monitor Student Actions  
Obstacle: Over Adoption  
Obstacle: Mistaken Efforts  
Understanding MAAT  
Having Productive Conversations  
 
Part III. Solutions
 
9. Solution Step One: Monitoring Student Actions Related to the Practices
Opening Classroom Doors  
Non-Evaluative Monitoring  
Starting With Students  
Teacher Self-Assessment of Student Actions  
Scenario  
Having Productive Conversations  
 
10. Solution Step Two: Using Classroom Visit Data-Assessment of Student Actions
Conducting Productive Conversations  
Understanding Change Process  
Levels of Adoption  
Intervention as Support  
Building a Critical Mass  
Changing the Culture  
Connecting Actions Chart  
Having Productive Conversations  
 
11. Solution Step Three: Monitoring Teacher Actions Related to the Practices
Using the Classroom Visit Tally - Teachers  
Conversations About the Data  
Working on Individual Needs  
Mathematics Collaborative Log  
Teacher Planning Guide  
Having Productive Conversations  
 
12. Solution Step Four: Gathering and Using Additional Data
Assessments Collectively  
Specified Classroom Visits  
Validity Visits  
Reverse Visits  
Teacher Requested Visits  
Supporting Teachers' Change Efforts  
Adoption Stages  
Documenting Progress  
Completing the Form  
Having Productive Conversations  
 
13. Solution Step Five: Maintaining Progress Toward Rigor
Background  
Relating Mathematical Rigor and the Practices  
Inferences from the Standards for Mathematical Practices  
Rigor as an Outcome  
Categories  
Rigor Analysis Form  
Explanation  
Directions  
Guiding the Work  
Input and Outcomes  
Having Productive Conversations  
 
Part IV. Inputs and Outcomes
 
14. Teaching for Rigor
Inputs  
Outcomes  
Teaching for Progress in Rigor  
Having Productive Conversations  
 
15. Coaching for Rigor
Inputs  
Outcomes  
Coaching for Progress in Rigor  
Having Productive Conversations  
 
16. Leading for Rigor
Inputs  
Outcomes  
Leading for Progress in Rigor  
Having Productive Conversations  
 
Part V. Momentum
 
17. Linking Responsibilities - Assessing Progress
Professional Trust  
Professional Conversations  
Supporting Teacher Change  
Documenting Change  
Conclusion  
Having Productive Conversations  
 
References
 
Index

"This comprehensive, step-by-step guide for enhancing student thinking and reasoning through rigor is yet another major contribution to the field of mathematics education by this outstanding author trio! Hull, Balka, and Harbin Miles tackle the challenges related to rigor head-on, providing support for teachers and teacher leaders through well over a dozen new tools geared toward engaging teacher teams in the work of enhancing student thinking and reasoning through mathematical rigor."

Jon Wray, Mathematics Instructional Facilitator
Howard County Public Schools, NCTM Board of Directors

"The value of this book is in its capacity to explain rigor in the context of teach­ing and learning mathematics. The authors have succeeded in presenting the case for rigor by developing definitions and tools that can be used to find evidence of stu­dent learning including a deep understanding of mathematics as well as the ability to transfer learning into new and challenging situations."

From the Foreword by Suzanne Mitchell
Key features
    • In their most recent book, The Common Core Math Standards, the authors created The Proficiency Matrix. The Proficiency Matrix helps teachers identify learning progression in each of the mathematical practices. The Matrix, combined with the formative assessment strategies and techniques, help teachers assess where student are in their learning progression. With this knowledge teachers can adjust their teaching to achieve advanced proficiency of the individual practice and help students succeed. The Matrix plays a critical role in helping teachers and leaders purposefully transform classrooms and places the focus on students' proficiency, thinking, and reasoning as called for in the CCSS-M.
    • At the Common Core Institute, participants commented on how much they liked the Proficiency Matrix. This book will provide a step-by-step guide for teachers and leaders on how to use the Matrix and chart progression implementation of the CCSS-M.
    • Supporting tools are also provided and described within the chapters to assist teachers in transforming instruction:
      • Classroom Visit Tally - Student Actions
      • Classroom Visit Tally - Teacher Actions
      • Teacher self assessment for student actions
      • Teacher self assessment for teacher actions
      • Action Record Sheet
      • Teacher Implementation Progression
      • Coaching Feedback Quadrant
      • Teacher Planning Guide
      • Linking Responsibilities Chart

For instructors

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ISBN: 9781452299600
$32.95

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