Best Practices for Mathematics Instruction

Mathematics problem solving is a means as well as a goal of instruction. 

• The students pursue open-ended problems and extend the answers to those problems.
• Problem solving is embedded into content instruction.
• Before assigning the task, the teacher solves the problem and executes possible approaches to anticipate student difficulties.
• Computation skills are taught through problem solving.

The teacher recognizes that learning mathematics requires construction, not passive reception.

• Classroom practices reflect the changing role of the teacher, facilitating a community of learners actively working to make sense of mathematics.
• The teacher allows the students to have ready access to all types of manipulatives.

The mathematics teacher uses a variety of instructional formats (small groups, individual explorations, peer instruction, whole-class discussions, project work).

• Guidelines are set up for group work and conveyed to mathematics students.
• The teacher provides an overview of the mathematics activity from the start.
• Effective questioning techniques promote the interaction of mathematics students.
• The teacher takes on different roles:  guide, coach, observer, facilitator, and model.

Calculators and computers aid in learning and doing mathematics.

• Students use graphing calculator technology. 
• The teacher uses graphing calculator technology.
• Students receive accurate instruction on graphing calculator procedures.

The focus of discussions and the tone of the classroom are aimed at understanding mathematics.

• The mathematics teacher conveys the importance that everyone has the responsibility to listen carefully and respectfully to one another.
• Students communicate their mathematical ideas in both verbal and written forms.
• All mathematics students reflect on their own thinking and learning.
• There is an expectation that students will learn from the thinking of others as strategies are shared.
• Students are taught to document their process.
• Students are encouraged to reread the problem and their response.

The interrelatedness of mathematics topics is established and applied conveying the wholeness of mathematics, rather than presenting it as a disjointed collection of topics.

• Students are taught to build a direct link between the solution, representations and connections.

Proficiency of mastered concepts is systematically maintained by embedding review in the context of new topics and problem situations.

• The students are provided with time for revision.

The learning environment supports and encourages mathematical reasoning.

• It is non-threatening and encourages participation of all students.
• Students are praised for asking questions and for innovative solutions.
• Students are encouraged to accept challenges and persevere.
• Mathematics learning starts from "where the students are at".
• The teacher recognizes that students learn mathematics at different rates and in different ways.
• The teacher honors different approaches.

A range of assessment procedures are used which reflect the approaches to teaching and learning mentioned above.

• The teacher provides regular assessment and feedback.
• The students assess their own work using a standards based scoring guide (rubric).