Change Agent or Rule Follower: How Are You Taking Charge of Paradigm Shifts in Math Teaching & Learning?
IF: what we know about good mathematics teaching & learning is universal, is anchored in lesson design and instructional design, and most importantly it is designed for ALL learners. THEN: why aren’t we teaching in provocative, thoughtful, responsive and responsible ways? Teachers and learners should be engaged in active and reflective explorations around math lesson design and instructional design. Our students need teachers to be the change, lead the change, and challenge the system.
Paradigm Shift: why aren’t we doing this if we KNOW it is good learners?
Transform: teaching and learning practices in school systems (and classrooms)
increase their knowledge of mathematics learning progressions inherent in a high-quality mathematics program;
explore tasks that model ways to plan and implement effective instruction;
consider the importance of access and equity in implementing high-quality standards in the classroom; and
gain classroom-ready / school-ready strategies with the potential to transform teaching practices to meet rigorous standards.
Megan Holmstrom is an independent consultant with Math Speak Global, working with schools in PK-G12 mathematics teaching & learning. She also currently serves on NCTM’s Teaching Children Mathematics editorial panel. Megan was most recently with The American School of Madrid and the American School of Dubai in the position of instructional coach – a role that was job-embedded and focused on the teacher:coach partnership. Throughout her 20 year career in education Megan spent 12 years in the classroom, teaching at a variety of grade levels, before moving into curriculum & instructional coaching.