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



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

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