Please be aware that Infinite Campus drives all class rostering and student access. If a student is added to your class in IC, * it can take up to 48 hours *before the student will appear in your

- 2016-2017: Review & evaluate candidate programs; determine one program for pilot
- 2017-2018: Pilot selected program in 1-2 classrooms per school
- 2018-2019: Implement selected program in all St. Vrain classrooms

Click here to see the adoption committee’s meeting notes and resources associated with this process.

]]>(1) **The role of student-driven questions.** Teacher questioning is important in facilitating classroom discourse and making important connections, yet we oftentimes leave *students* out of the question posing process. Fostering Student Questions: Strategies for Inquiry-Based Learning and Creating a Culture of Inquiry offer some ideas and protocols on how to develop a culture of student-driven inquiry based on questions, justification, and choice. Of course, good questions come from good tasks and learning experiences crafted by teachers. This is where the distinction between ** problems **and

(2) **Intentional Focus on the Standards for Mathematical Practice.** While all eight Standards for Mathematical Practice are important in terms of establishing habits of mind for emerging mathematicians K-12, particular emphasis should be made on two of them if we wish to transform our mathematics learning environments:

**SMP #1: Make sense of problems and persevere in solving them.****SMP #3: Construct viable arguments and critique the reasoning of others.**

If we make strides with these specific practices, our mathematics classrooms will feel and look very different. In addition, the role of student questions fits perfectly with these specific practices. But let’s not just limit these to the mathematics classroom, as these specific practices transcend all content areas and are good habits of mind for everyone within an organization. As a school department/faculty, when was the last time the team made sense of a school problem and persevered in finding a solution? When was the last time adult discourse occurred at a department/faculty meeting around critiquing reasoning and arguments (and not the people making those arguments)? When was the last time a meeting was driven by questions posed by the participants?

If we want students to carry the cognitive load and do the mathematical thinking in our classrooms, then we have to model these actions. As teachers, do we model posing questions around a problem? Do we model perseverance in solving problems, even when a solution strategy might lead to a dead end? Do we model complete mathematical arguments using proper academic vocabulary? If students never see their teachers perform these actions, it’s a tough ask to demand of them without some frame of reference.

Still not sure what this is all about or what the vision looks like? Mark Chubb (Instructional Coach in Niagara) offers some ideas in his blog post “Quick fixes and silver bullets…” that illustrates common practices that suppress mathematical thinking.

]]>- What are the concepts of Enactive – Iconic – Symbolic?
- How do these concepts relate to other educational theories?
- How can the concepts of Enactive – Iconic – Symbolic support the development of mathematical understanding by students?

There is also a document, Development of Number Sense & Computation in Grades K-5, that provides more detail with concept progressions across grades K-5 with specific representations and references from the Common Core State Standards.

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**Mathematics Assessment Tasks & Student Work Spring Workshop 2017**(Tuesdays – January 10, February 21, April 11; 4:00 – 6:30 PM; Lincoln Aspen Room; 0.5 credit)**– CANCELED****HMH A-G-A Sneak Peek**(Tuesdays – January 31, March 7, April 18; 4:00 – 6:30 PM; Lincoln Aspen Room; 0.5 credit)**– CANCELED****Mathematical Tasks & Classroom Discourse**(Saturday, March 4; 8:00 AM – 4:00 PM; LSC Evergreen Room; 0.5 credit)**Developing Algebraic Thinking in Grades K-8**(Saturdays – March 11 & 18; 8:00 AM – 4:00 PM; LSC Evergreen Room; 1.0 credit)**Developing Number Sense & Proportional Reasoning in Grades 6-8**(June 8 & 9; LSC Evergreen Room; 1.0 credit)**The PD course catalog mistakenly has this class listed as June 1 & 2.**

This year’s awards will honor mathematics and science (including computer science) teachers working in grades 7-12. Nominations close on **April 1, 2017**.

In other words, assignments should have a mix of ** problems** and

What are the potential benefits are rethinking mathematics homework in this way?

- Students may actually complete the assignment if it is shorter in length.
- Assigning a few purposeful exercises can reduce the chance that students may repeatedly practice incorrectly without timely feedback. The assumption is that timely feedback would come in class through daily formative assessment and opportunities to practice.
- Reducing the assignment set focuses the homework review routine in class the next day to meet specific learning goals. Adequate attention can be given the to skills along with appropriate discussion of the exercises. This is much more purposeful than teachers asking, “which ones would you like to see?” The teacher gives up all control and the opportunity to build connections is lost when homework review is left up to going over randomly-requested problems from the assignment set.
- Having a couple of contextual application problems that incorporate the Standards for Mathematical Practice help students investigate non-fiction texts in math class, which is a focus of the English Language Arts standards and all other content areas. Breaking down a problem to identify what it is asking is more cognitively complex than performing the computation(s) to solve the problem. Close reading and citing evidence have a place in mathematics, too!

Instead of treating mathematics homework as a right of passage that generations of mathematics students have endured, let’s focus on quality assignments that reflect rigor, as defined within the Colorado Academic Standards (** conceptual understanding**,

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