Math Design Collaborative

mathdesigncollaborative header

The Mathematics Design Collaborative (MDC) brings to mathematics teaching and learning high-quality instructional tools and professional support services that play a pivotal role in helping the Bill & Melinda Gates Foundation realize its ambitious goal of having 80% of low-income and minority students ready for college by 2025.

Introduction: Professional Learning Modules for the MDC

This Introductory Guide is intended to communicate the particular interpretation of formative assessment that underpins the Shell Center’s lessons.

Course Outlines and Professional Learning Workshop Guides for a Selection of Classroom Challenges for Grades 6 Through Algebra 2

These course outlines are provided to help teachers place the Classroom Challenges in their math courses. The Course Outlines illustrate how the mathematics of the Common Core State Standards (CCSS) flows from Grade 6 to Algebra 2 in rigorous, focused, and coherent units of study. Classroom Challenges are allocated to various units within a Course Outline. For more information on the Classroom Challenges, please see the Math Assessment Project’s website.

The workshop guides are developed as a resource for workshop facilitators preparing to rollout Professional Learning around the Classroom Challenges. Professional Learning workshop guides have been developed for a selection of the Classroom Challenges allocated to Grades 6 through Algebra 2. These guides link supplemental materials such as Student Work, Criteria for Feedback, Growth Analysis Spreadsheets, and videos (if videos are available).

Grade 6 Course Outline (PDF)

Grade 7 Course Outline (PDF)

Grade 8 Course Outline (PDF)

Summary of Course Outlines for Middle School (PDF)

Algebra 1 Course Outline (PDF)

Geometry Course Outline (PDF)

Algebra 2 Course Outline (PDF)

Summary of Course Outlines for High School (PDF)

Video Library

Classroom Challenges Video Library

A Teacher’s MDC Story

“Before I received training on formative assessment in mathematics, much of my teaching consisted of giving students step-by-step instructions and tricks for solving specific problems. I assumed that my role as a math teacher was to determine the most efficient way to solve a problem and then teach my students how to mimic my procedures. I thought I was teaching mathematics, and making the subject easier for my students, but in reality I wasn’t helping them at all. I was simply teaching them to follow a recipe without thinking about what they were doing.”