Catalyzing Change in Middle School Mathematics (NCTM)

A book study review thread…

Initial reaction: some of these recommendations require systemic change and some them can be addressed quite simply by a shift in practice by individual teachers. 

For example, helping students develop a positive math identity, experiencing wonder, joy and beauty in mathematics, and finally, understanding and critiquing the world through mathematics, these are attainable goals for all teachers in classrooms of mathematics regardless of the system they work in, the curriculum or the incoming achievement level of their students. The same goes for implementing equitable math instruction, this should be teacher-determined, but with the support of quality professional learning by the district. 

However, creating equitable structures in mathematics is a systems goal, particularly at the middle school and high school level. If we want mathematics to act as a gateway instead of a gatekeeper, the state and district policy makers need to look at prerequisite requirements and the math ladder generally, from pre-algebra on up to trigonometry and statistics. Teachers need the support of the system to ensure that students have access to math courses they deserve, and that attend to enrichment and intervention. This is a challenge without a simple solution. Same goes for creating a “common shared pathway”, this is systems work that cannot just be left to individual teachers operating independently in the system. 

Chapter 3: An Asset-Based Approach to Education: What It Is and Why It Matters

First of all, you cannot discount how true this is, “deficit views are deeply rooted in the broader culture of mathematics education and are grounded in long-standing structures and practices.” Terms like “math gene” or “math person” are not said about reading, writing or other general ed subject areas. Knowing our own math identities and knowing that we need to take a strength-based approach to supporting students math identities is the first critical shift in pedagogy, as far as I’m concerned.

But this chapter also offers a couple practical instructional suggestions as to how to make that shift to a strength or asset-based approach: 
1) “Positioning students as capable is not just a mindset but also an explicit practice that requires teachers to purposefully notice and highlight students’ strengths rather than attend to what they are lacking.” Mind shift to practice shift. 

2) “Implicit racial attitudes inadvertently lead to lower teacher expectations for Black students, which often results in mathematics instruction that focuses on memorized facts and procedures and the use of a single strategy to solve mathematics problems.” In short, don’t pigeon-hole students into prescribed strategies and ways to solve, and don’t just make them calculators. Mind shift to practice shift. 

The Education of a Math Coach

And we’re back! It’s been awhile…like since 2018! In the mean time, I’ve gained some years of experience in the classroom (6 years at John Muir Elementary in Lake Washington School District), I’ve gained some expertise as a K-5 math educator (3 years on the LWSD K-5 Math Curriculum Adoption and Implementation Committee), I’ve gained some MSFT Teams online/pandemic lockdown teaching skills, I’ve gained some kids (two daughters), I’ve gained some pounds (5 to 10 lbs. depending on the day), I’ve gained some grey hairs, and finally, I’ve gained a new position (Math Coach at Silver Lake Elementary in Everett Public Schools)!

My purpose is to restart my blog as a catalog of the professional learning that I do as a math coach, and also as a portfolio of the work I create as a math coach. We’re going to start with the pro learning but I’ll be sure to feather in some creations, like the Math Mindset Charter (MMC) pictured above.

The MMC is a great way to set the tone in your math block at the beginning of the year. The mindsets align with the Standards for Mathematical Practices and many 21st Century Skills. The chart has visuals that conform with GLAD and SIOP strategies. And most importantly, the agreements can be referred to, recognized and rewarded throughout the school year to build a classroom culture of students who have strong math identities.

Speaking of math identities, the first pro learning collection I’m going to post here will be my thoughts and reflection on Catalyzing Change in the Middle School Mathematics: Initiating Critical Conversations (NCTM).

“Now wait a minute!” you are saying to yourself, “Aren’t you a K-5 math coach?”

Great question, yes, I am an elementary math coach. However, I have already read Catalyzing for Change in Early Childhood and Elementary, and nearly all other NCTM published works including Principles to Action and Taking Action. In addition, one of my very first realizations in the job here at Silver Lake as the math coach, was that I lacked sufficient knowledge and experience with 4th and 5th grade math, specifically fractions. Furthermore, I have never been a part of K-8 math alignment work or inter-departmental trainings on how math transitions from elementary to middle school. Thus, I think this is a good foundation with which to start, plus I already speak the “language” of Catalyzing Change, so translation into the middle school context should come relatively easy to me.

With that prologue laid out, let’s get to the learning!