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A schoolwide solution for mathematics success!
When "rules" seem to change from year to year, mathematics can seem like a disconnected mystery for students. Clear up the confusion with a Mathematics Whole-School Agreement! Expanded from the highly popular "Rules that Expire" series of NCTM articles, this essential guide leads educators through the collaborative step-by-step process of establishing a coherent and consistent learner-centered and equitable approach to mathematics instruction. You'll learn to avoid "rules that expire"-tricks that may seem to help students in one grade but hurt in the long run. Features include· Abundant grade-specific examples· Effective working plans for sustainability· Barrier-busting tips, to-dos, and try-it-outs· PLC prompts and discussion points
List of contents
Foreword by Matthew R. Larson, and Robert Q. Berry III
About the Authors
Acknowledgements
Preface
Chapter 1: Jumping on Board: What is the Mathematics Whole School Agreement?
Chapter 2: Watching What We Say! Using Correct and Consistent Language
Chapter 3: Symbol Sense is Foundational: Noting the Importance of Precise Notation
Chapter 4: Mental Images that Last: Cohesive and Consistent Representations
Chapter 5: Why was I Taught That? Evaluating Rules that Expire
Chapter 6: Building Generalizations: Developing Instructional Strategies the MWSA Way
Chapter 7: Embodying the MWSA in Every Lesson: No Teaching by Telling!
Chapter 8: Getting to the Nitty Gritty: Building and Enacting the MWSA
Chapter 9: Sharing Successes from the Field: MWSA Heroes Tell their Stories!
References
Index
About the author
Dr. Sarah B. Bush, a former middle school mathematics teacher, is a Professor of K–12 STEM Education and the Lockheed Martin Eminent Scholar Chair at the University of Central Florida. At the University of Central Florida, she is the Director of the Lockheed Martin/UCF Mathematics and Science Academy and is a program co-coordinator of the Mathematics Education PhD track. She teaches primarily graduate courses in mathematics education. She is a prolific writer who has authored 13 books and more than 100 journal articles and book chapters. Dr. Bush recently completed a term (2019–2022) as a member of the National Council of Teachers of Mathematics Board of Directors. She served as the lead writer and task force chair for NCTM’s Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations. Dr. Bush was the recipient of the 2021 School Science and Mathematics Association (SSMA) Award for Excellence in Integrating Science and Mathematics and 2018 recipient of the Association of Mathematics Teacher Educators (AMTE) Early Career Award. Dr. Bush seamlessly integrates her practical experience as a middle school mathematics teacher in public schools with her innovative scholarship to serve as an instructional leader in the field of mathematics education and STE(A)M education. Dr. Bush co-wrote the Simplifying STEM: Four Equitable Practices to Inspire Meaningful Learning: PreK-5 and 6-12 books published by Corwin in early 2024.
Karen S. Karp is a mathematics educator who focuses on the intersection of mathematics education and special education. She is a former professor at Johns Hopkins University and at the University of Louisville where she is professor emerita. Early in her career she received a Development Award from the Joseph P. Kennedy, Jr. Foundation to support more seamless integration between general education and special education. She is the author or co-author of numerous publications including Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades and Elementary and Middle School Mathematics. Karen was on the writing team of the NCTM/CEC Joint position statement on Teaching Mathematics to Students with Learning Disabilities. In 2024, she chaired the Topic Study Group on Teaching Mathematics to Students with Special Needs at the International Congress on Mathematical Education in Australia. She holds teaching/administrative certifications in elementary education, secondary mathematics, K-12 special education, and K-12 educational administration.
Barbara J. Dougherty is the past director of the Curriculum Research & Development Group and a professor in the College of Education at the
University of Hawai‘i at Mãnoa. She is a former member of the board of directors of the National Council of Teachers of Mathematics and is the
co-chair of the Mathematics/Special Education Workgroup, a partnership between the NCTM and the Council for Exceptional Children. She served
on the author panel for the What Works Clearinghouse Practice Guide on assisting elementary school students who have difficulty learning mathematics for the U.S. Department of Education Institute of Education Sciences. She is the author or coauthor of approximately 22 book chapters, 29 articles, and 36 books, including MPower: A Pathway to Understanding Algebra. Her research, funded by more than $11.5 million in grants, emphasizes supporting students who struggle in middle and high school, with a focus on algebra. She holds teaching certifications in middle and high school mathematics and K–12 special education.
