Core Practice 15

Teaching Mathematics
In the EL Education model, mathematics is taught in stand-alone mathematics classes. Whenever possible, it is also
integrated into other subjects, projects, case studies, and learning expeditions. Teachers in all disciplines and grade
levels model mathematical passion and courage by addressing gaps in their own mathematical understanding,
explicitly exploring the mathematical dimensions of their discipline and modeling mathematical thinking. Teachers
support all students to think like mathematicians and cultivate mathematical habits of mind, including curiosity, risk-
taking, perseverance, valuing evidence, precision, and craftsmanship. All students are prepared to engage in high-
level mathematics classes, because such classes often function as gateways to access other classes and courses at
the secondary level and in college. Mathematical thinking and learning is showcased and discussed throughout the
building.

Teachers choose challenging curriculum and generative problems that will enable students to discover the
mathematical concepts behind algorithms and procedures. They engage students by asking them to grapple with
complex problems independently and to discuss and critique each other’s strategies. Students learn to reason
abstractly and quantitatively, to model real-world situations mathematically, and to construct and critique
mathematical arguments. Teachers deepen students’ conceptual understanding by equipping them to solve
unfamiliar and complex problems. Deep conceptual understanding leads to mathematical fluency in which students
are able to apply numeracy in various, more complex contexts. Teachers support students to build on foundational
facts—vocabulary, algorithms, formulas, and number facts (such as times tables)—as one part of mathematical
fluency. Students learn to use technology strategically in problem solving.

A. Planning for Mathematics Instruction mathematical discourse, apply mathematical concepts, and
synthesize their learning to connect new understandings to
1. Teachers invest time and effort to collaboratively unpack
the broader field of mathematics.
mathematics standards both vertically and horizontally,
prioritize and cluster them, and match the mathematical
B. Teaching Conceptual Understanding
concepts in the standards to challenging and, often, real-
world problems. 1. Teachers invite students to discover big mathematical
ideas by grappling with and solving problems. They use
2. Teachers choose problems that invite multiple problem-
purposeful questions to assess and advance students’
solving strategies, representations, and/or solutions and
reasoning about ideas.. This builds mathematical courage,
that generate understanding of key mathematical concepts.
creativity, and confidence.
3. Teachers test-drive problems to analyze how students
2. Teachers often begin a lesson with a problem or problem
might solve them and to anticipate misconceptions and
set that inspires inquiry and encourages grappling.
opportunities for instruction.
Students return to the grapple problem throughout the
4. Teachers preplan questions aligned to problems and tasks class period or over more than one class period.
to promote student discourse of key ideas.
3. Teachers use lessons structures and routines, such as
5. Teachers craft learning targets that focus on the key Workshop 2.0, that allow students to spend the majority
mathematical concept or skill of the lesson in student- of class time applying their learning and developing
friendly language. (See also Core Practice 28: Crafting and conceptual understanding. (See also Core Practice 11:
Using Learning Targets.) Delivering Effective Lessons.)

6. Teachers identify both formative and summative 4. Teachers animate standard curricula and resources with
assessments that measure progress toward learning targets. engaging, real-world examples and rich tasks with multiple
These may include class work, math journals, mathematics entry points. They use mathematical modeling to connect
discussions, and exit tickets in addition to traditional mathematics to other disciplines. Students and teachers
exams and quizzes. use diagrams, manipulatives, and models to support the
translation from concrete to abstract representations and
7. Teachers design lessons that require students to grapple
vice versa.
independently and collaboratively, participate in

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5. Teachers foster rich mathematical discourse in the D. Teaching Problem-Solving Skills
classroom by asking open-ended questions, showcasing
1. Teachers promote flexibility in mathematical thinking
students’ own thinking and arguments about mathematics,
by celebrating diverse thinking and multiple-solution
and teaching the vocabulary of the discipline.
strategies.
6. Teachers model multiple ways of explaining mathematical
a. Students are supported to move from concrete to more
thinking verbally, symbolically, graphically, and in writing.
abstract problem-solving strategies.
7. Teachers provide protocols that allow students to present
b. Students have opportunities to problem-solve before
and critique their own mathematical arguments and those
being taught standard algorithms.
of others.
c. Students explore alternative algorithms, strategies, and
8. Teachers use a “neutral” response when students are giving
shortcuts with the goal of choosing the most efficient
answers or explaining their thinking (e.g., “Is that correct?”
strategies for a specific context.
“Does that make sense?”). This encourages other students
to do their own evaluation independent of the teacher. 2. Teachers facilitate frequent class discussion and analysis
of problem-solving approaches. They provide problem-
9. Teachers identify misconceptions and monitor students’
solving frameworks that can be used to approach both
work in progress via strategic questions designed to guide
familiar and unfamiliar problems.
students’ thinking so that they ultimately arrive at precise
and deep understanding. 3. Teachers regularly ask students to create as well as solve
mathematical problems.
C. Teaching Foundational Mathematics
4. Teachers ask students to construct viable arguments
1. Teachers build excitement and motivation for students to for solutions and justify their reasoning with evidence
acquire foundational facts by using the following strategies: including calculations, mathematical stories, graphs, and
diagrams.
a. Helping students develop a belief in their own capacity
and celebrating their growth in mastering facts 5. Teachers support students to be precise and craft accurate,
efficient, and elegant mathematical solutions.
b. Focusing on problem solving and conceptual
understanding so that students develop a need-to-know
attitude about foundational facts
E. Creating a Culture of Mathematical Literacy
1. Teachers explore their own perceptions and mindsets
c. Providing many opportunities for students to practice
regarding mathematics. They support each other’s ongoing
specific foundational mathematics (e.g., number facts,
learning as mathematicians.
algorithms, formulas, and vocabulary) required by
standards so that students see how fluency empowers 2. Teachers continually refresh and expand their own
their mathematical thinking mathematical content knowledge, individually and
collectively, through professional learning.
d. Using and discussing strategies and graphic
representations that demonstrate patterns, 3. Teachers learn mathematics instructional techniques and
relationships, and shortcuts discuss teaching strategies and interventions appropriate for
specific student needs.
e. Asking students to set goals related to learning targets
for foundational mathematics and monitoring progress 4. Teachers empower all students to see themselves as
toward targets with individualized charts, interim mathematicians, refuting stereotypes about who can
assessments, and/or math journals succeed in mathematics and celebrating the past and current
mathematical contributions of diverse individuals and
2. Teachers and leaders provide extended in-school
groups.
opportunities, mathematics labs, small group interventions,
and tutorials for students who need extra support in 5. Teachers emphasize the habits of mathematical thinking
learning foundational mathematics skills. and create protocols and norms for mathematical discourse.
They focus on growth mindset and reinforce students’
3. Teachers teach students to strategically use technology
mathematical courage to speak up in class, risk mistakes,
tools, not as a substitute for learning foundational facts, but
explain their thinking, and persist in challenging problems.
to enhance conceptual understanding and problem-solving
dexterity. 6. Teachers celebrate the mathematical thinking and growth
of students by displaying anchor charts and examples
of student work to demonstrate students’ mathematical
literacy.

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Teaching Mathematics (continued)

7. Teachers across content areas invite students to apply

numeracy beyond mathematics class (e.g., learning
expeditions or other core content areas, Crew, community
meetings, service-learning work) to reinforce and
develop foundational facts and number sense and to
model mathematical application. Students are involved in
mathematics every day in dedicated classes and outside of
mathematics class.

F. Assessing Mathematics
1. Teachers and students use multiple methods for assessing
mathematical understanding, such as observations,
learning logs, math journals, portfolio reflections, and
mathematical models built by students, as well as quizzes,
tests, and performance assessments.

2. Teachers regularly and effectively use student-engaged

assessment strategies during lessons. They ensure that
all students have multiple opportunities to learn and
demonstrate progress toward learning targets.

3. Teachers track mathematical discourse as one means of

judging collective and individual student understanding.

4. Teachers debrief whole-class mathematical discourse to

help students synthesize their mathematical thinking and
reflect on their growth as mathematicians.

5. Teachers support students in regularly analyzing data

from assessments to understand specific areas and general
patterns of strength and weakness. (See also Core Practice
29: Checking for Understanding in Daily Instruction.)

6. Teachers regularly analyze data from student work and

from formative and summative assessments to identify
areas of need and inform instruction.

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