Running head: Classroom Instruction: K-12 Mathematics 1

Classroom Instruction: K-12 Mathematics

Norma Alejandro-Mattson

University of Minnesota, Twin Cities

OLPD 5321 Principal as Leader of High Performing Schools

Katie Pekel, Ed.D.

December 13, 2016

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K- 12 Mathematics scope and sequence. The Minnesota State Standards for

Mathematics builds on students' math understanding, skills, and proficiency at each grade level,

as appropriate, by integrating concepts. Such standards include number and operations, algebra,

geometry, measurement, data analysis and probability. Students also engage in problem solving,

reasoning, and communicating ideas while making connections to the world around them. The

standards are a connected body of mathematical knowledge that is acquired through the

processes of problem solving, reasoning and proof, communication, connections, and

representation. (Minnesota Academic Standards, p. 2). High quality standards are necessary for

effective teaching and learning. However, standards do not describe or prescribe the essential

conditions required to make sure mathematics works for all students.

At the kindergarten level students receive instruction in all five major math content

areas: number and operations, algebra, data analysis and probability, and geometry and

measurement. The assessment of these areas changes over time on the Minnesota

Comprehensive Assessment (MCA). The range of items for number and operations is higher in

3rd grade, lower items in 7th grade and non-existent at high school, for algebra the range of items

is higher in high school, lower range of items in 7th grade, and even lower in 3rd grade. The range

of items in data analysis and probability, and geometry and measurement remains nearly constant

in all grades. Students have the opportunity to learn each concept and how the concepts are

interrelated as they build upon their knowledge in all areas from grade to grade. The middle

school math curriculum is focused on deepening and broadening students skills and knowledge

in math. In middle school, students receive instruction at all grade levels in the four major math

content strands of number sense, algebra, geometry, probability and statistics. Students are given

the opportunity to learn each concept, how concepts are interrelated, and to build upon their

knowledge in all areas from course to course. High school math curriculum builds on previous
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coursework to prepare students for post secondary studies. Incoming 9th graders are enrolled in

the appropriate course based on input from the eighth grade math teacher, previous grades in

mathematics, standardized test scores, and student/parent choice. In high school, students receive

instruction in these three major math content areas: algebra, geometry, and algebra II. Calculus

and statistics are optional, or recommended by the teacher.

Classroom observations. In kindergarten classrooms at Richard Green Central Park,

learning mathematics is an active and collaborative process that balances computation,

procedures and problem solving, and provides support and challenge for all learners. Teachers

implement a guided math model during their 60 minutes math block. Guided math provides a

structure for teachers to differentiate instruction so they can reach and teach every student.

During the kindergarten guided math groups an observer would see students divided in three

small mixed ability level groups or like ability groups depending on a previous assessment.

There are approximately 6 students per group, transitioning from one station to the next in ten-

minute rotations throughout the math lesson. An observer would also see a daily launch and

closure of the lesson. The launch is usually a number sense routine or number talk. In one of the

math stations, students could be working on tablets, using a math program that has adaptive

lessons just right for them. At another math station (teacher guided lesson) the teacher is working

with a small group of students creating 2D shapes using play dough, listening to students use

math talk sentences. The last math station students are playing games with a partner, or working

independently on activities based on the teacher guided lessons. The teacher provides simple

sentence stems for partner games so students are encouraged to use math talk with each other. At

the end of the lesson, the closure often is a reflection of student work, which is the formative

assessment of the work that was completed during their guided math work time.
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In middle grades at Andersen, a class of English Learners was working on Minnesota

State Standard 6.3.1.1 where students calculate the surface area and volume of prisms and use

appropriate units, such as cm2 and cm3 justify the formulas used. (Minnesota Academic

Standards, p. 22). It was a whole class instruction, where activities included tracing, cutting and

pasting 3D shapes. Some students were using content language in English and Spanish to

describe their 3D shape. At the end of the lesson, the teacher shared 3 examples of student work

and students completed an exit slip before they left the class. Research by the National Council

of Teachers of Mathematics (2014) supports that Equity in school mathematics outcomes is

often conflated with equality of inputs. Providing all students the same curricular materials, the

same methods of teaching, the same amount of instructional time, and the same school-based

supports for learning is different from ensuring that all students, regardless of background

characteristics, have the same likelihood of achieving meaningful outcomes (p.60).

At Richfield High School during a 9th grade Intermediate Algebra class students

participated in a whole class instruction where the teacher wrote algebra problems on

Promethean Board, asking questions and thinking aloud. Of the students, 4 out of 27 gave a one-

word answer, while some students wrote on worksheets. It was primarily a lecture, and not

evidence of assessments. An excellent mathematics program requires that all students have

access to high-quality mathematics curriculum, effective teaching and learning, high

expectations, and the support and resources needed to maximize their learning potential.

(National Council of Teachers of Mathematics p.59)

Instructional leaders need to take action to create classrooms and learning environments

where students are actively engaged with worthwhile tasks that promote mathematical

understanding, problem solving and reasoning. Every classroom should look like a kindergarten

classroom (R. Allen, personal communication, December 10, 2016). In order to have an
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excellent mathematics program in middle grades and high school, the leader should provide

professional development and training that makes the implementation of the mathematics

teaching practices a priority. The leader should observe lessons or engage in classroom

walkthroughs and use the mathematics teaching practices as the focus. This will help to maintain

a school wide culture that has high expectations and a growth mindset. In addition, an

instructional leader should allocate time for collaborative interactions among mathematics

teachers to study the schools curriculum and shared learning spaces such as PLCs. Professional

Learning Communities (PLCs) are collaborative and collegial teams of teachers who focus on

student learning (Kaplan & Owings 2015). Also, it is important to make collaborative design

and implementation of common formative assessment a process a norm, and provide appropriate

and ongoing opportunities for professional growth and development for teachers, including

coaching, and collaborative planning opportunities that build capacity to implement the

mathematics teaching practices. And finally, a leader should maintain a culture of continual

improvement, learning and collaboration. According to the National Council of Teachers of

Mathematics (2014) leaders should know that these are the five essential elements of effective

Mathematics programs:

Access and Equity. An excellent mathematics program requires that all students have

access to high-quality mathematics curriculum, effective teaching and learning, high

expectations, and the support and resources needed to maximize their learning

potential.
Curriculum. A curriculum that develops important mathematics along coherent

learning progressions and develops connections among areas of mathematical study

and between mathematics and the real world.

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Tools and Technology. Integrates the use of mathematical tools and technology as

essential resources to help students learn and make sense of mathematical ideas,

reason mathematically, and communicate their mathematical thinking.

Assessment. Ensures that assessment is an integral part of instruction and informs

feedback to students, instructional decisions, and program improvement.

Professionalism. Educators hold themselves and their colleagues accountable for the

mathematical success of every student and for their personal and collective

professional growth toward effective teaching and learning of mathematics.

References
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Kaplan, L. S., & Owings W.A. (2015) Introduction to the Principalship: Theory to Practice.

New York, NY: Routledge.

Minnesota Department of Education (2007). Minnesota Academic Standards: Mathematics K-12.

Roseville, MN.

National Council of Teachers of Mathematics. (2014). Principles to Actions: Ensuring

Mathematical Success for All. Reston, VA.