Introduction

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Boards and schools have improvement plans, which they update annually. A school’sgoals for improvement and its plans for achieving them form a central part of theschool’s overall improvement plan.THE PACE OF IMPLEMENTATION OF EFFECTIVE MATHEMATICS INSTRUCTIONThe successful adoption of new teaching practices depends on:• the priority given to the initiative;• the background knowledge, teaching experience, and skill levels of the educators.When mathematics is made a priority, educators are encouraged to apportion timeto learning, planning, assessment, and instruction. Indeed, the more attention thatis paid to these functions, the more quickly the initiative can be implemented. Withrespect to background knowledge, experience, and skills, teachers who have experiencedelivering the kind of effective mathematics instruction set out in this referenceguide may be able to fully implement these methods and strategies within a relativelyshort period of time. Those who do not have this experience may require considerablymore time to reach the stage where they are able to consistently apply theirnew knowledge and skills in the classroom environment.Working Together to Improve Mathematics InstructionWithin the school, classroom teachers have the strongest influence on the developmentof students’ mathematical understanding. In schools that are successful in improvingstudent achievement, teachers and administrators act as a team to provide focus andsupport for classroom teachers to develop their professional expertise. In additionto classroom teachers, principals, centrally assigned staff, and superintendents canall make distinct contributions towards implementing and sustaining effective mathematicsinstruction practices. Working together, these individuals can plan the kind ofprofessional development that will result in advancing the learning goals set for students.As well, they collaborate with parents and other community members in defining,implementing, and reviewing school improvement plans. Each partner plays a differentrole in working to improve math instruction, as described below.CLASSROOM TEACHERSClassroom teachers are the key to improving student learning in mathematics.Increasing teachers’ understanding of mathematics, of how students learn mathematics,and of how to teach math strategies effectively will result in improved student learning.Classroom teachers can improve their instructional effectiveness, and begin to takeon leadership roles in the effort to improve students’ mathematical understanding, by:• incorporating the research-informed teaching strategies described in this guideinto their instructional practices;10 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 – Volume One
• collaborating with the principal to develop clear, measurable goals for theirprofessional development – goals that focus on effective mathematics instructionand student achievement in math;• identifying their own learning needs and seeking out related learning opportunities,ensuring that their learning plans are related to the needs of their students asidentified through an analysis of classroom and school assessment results;• working cooperatively in professional learning teams to incorporate into their classroompractices new teaching and assessment strategies that are informed by research;• staying informed about current research related to effective mathematics instruction;• sharing their knowledge and experiences with other educators in their own andneighbouring schools;• participating in regular reviews of professional development plans that are informedby evidence of what is and what is not working to improve student performance;• accepting opportunities to work on board committees and to lead in-serviceworkshops.LEAD MATH TEACHERSThe term lead teacher is relatively new in Ontario, but it is widely used in jurisdictionsthat have implemented plans for improving student performance in particular areas, mostcommonly the areas of literacy and mathematics. Lead teachers are classroom teacherswho have acquired, or are acquiring, advanced knowledge and skills in the targetedsubject areas. Many district school boards have established an analogous role for teacherswho, for example, head up particular board initiatives (e.g., a “mathematics lead”) orserve as the key contact within a school for a particular area (e.g., a “curriculum lead”).Some examples of the kinds of roles and responsibilities lead teachers may take onin their school are listed below. It is important to note that the use of lead teachers isat the discretion of the individual boards, and wherever there is a lead teacher, thatperson’s role and responsibilities are determined by the school board and by theassignments made by the principal.By using the resources they have available to them, boards can extend and supportthe lead teacher’s role, and the responsibilities associated with it, to meet the board’sspecific needs. Boards may involve lead teachers in some or all of the following:• promoting professional development in the area of mathematics, modelling effectiveinstructional strategies, and mentoring/coaching teachers;• demonstrating how effective mathematics strategies can be used across thecurriculum in all subject areas;Achieving and Sustaining Improvement 11
Page 9 and 10: Belief 4: The teacher is the key to
Page 11 and 12: Chapter 10 is devoted to the subjec
Page 13: 1.Achievingand SustainingImprovemen
Page 16 and 17: Educators striving to achieve the c
Page 18 and 19: In schools that successfully bring
Page 20 and 21: • Intervention and special assist
Page 24 and 25: • assisting with team and individ
Page 26 and 27: • incorporating current knowledge
Page 28 and 29: • ascertaining the needs of staff
Page 30 and 31: and reflect on their observations o
Page 32 and 33: • hosting a family math event, em
Page 35 and 36: Principles Underlying EffectiveMath
Page 37 and 38: ideas through problem solving, comm
Page 39 and 40: • working with concrete materials
Page 41 and 42: In general, students first need to
Page 43 and 44: Respect How Each Student LearnsTeac
Page 45 and 46: Recognize the Importanceof Metacogn
Page 47 and 48: DIVERSITY, EQUITY, AND STUDENT ACHI
Page 49 and 50: A CHECKLIST FOR INCLUSIVE MATHEMATI
Page 51 and 52: 12. When I teach graphing, I ensure
Page 53 and 54: Appendix 2-1: Accommodations and Mo
Page 55: • Provide access to computers.•
Page 59 and 60: Planning the MathematicsProgramPlan
Page 61 and 62: document for mathematics and should
Page 63 and 64: • How will I know when students h
Page 65 and 66: • How will I know when students h
Page 67 and 68: The following charts provide exampl
Page 69 and 70: Example: Daily Lesson in Mathematic
Page 71 and 72: Appendix 3-1: Long-Range Planning T
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Appendix 3-3: Unit Planning Templat
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4.InstructionalApproachesChapter Co
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these terms are not the same in rea
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• asking questions that help stud
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• explaining their own mathematic
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The students’ activities during i
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Say: “Put 4 red counters in the f
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• You must use all the rods to ma
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Kilpatrick, J., & Swafford, J. (Eds
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Gavin, M.K., Belkin, L.P., Spinelli
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Tank, B., & Zolli, L. (2001). Teach
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Leadership ResourcesBurns, M. (Ed.)
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GlossaryNote: Words and phrases pri
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(a benchmark) and judging that a la
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cooperative learning structure. A p
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Step 2 - Adjust the estimate to ref
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materials. Learning activities that
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number sense. The ability to interp
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Research indicates that procedural
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subtrahend. In a subtraction questi
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ReferencesAdams, L., Waters, J., Ch
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Ginsberg, H.P., Inoue, N., & Seo, K
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Payne, J.N. (Ed.). (1990). Mathemat
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Introduction

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