In my elementary school math classes, I remember collecting a lot of wood. As dutiful third graders, we spent hours learning our multiplication tables, exploring number lines and struggling with fractions. And there is little doubt that form of deliberative practice paid off for some. Early math fluency is the bedrock of later math learning. As students increasingly learn more difficult math concepts, they need to execute basic mathematics with automaticity. Research tells us that the students’ cognitive load may be overwhelming and make mastering later challenging tasks even more difficult. But is exposure to simple procedures, and disconnected conceptual knowledge, enough to foster the student motivation necessary to study math through Algebra and beyond? Probably not. We see math skills and interest decline over time. A recent foundation sponsored survey of middle school students found that students want to know
Out now from RAND, The American Math Educator Survey is a key source of insights on the state of math education from the teacher perspective. With topics ranging from learning loss, absenteeism, staffing challenges and instructional materials, this report promises to be helpful to leaders at all levels. .
The Carnegie Foundation for the Advancement of Teaching recently released a new website on practical measurement for instructional improvement. Practical measures are used to identify improvement goals and to learn continuously. .
How do students really feel about learning math? Wonder: Strategies for Good and Goodwin Simon Strategic Research worked with students, math teachers, and parents to understand the social and cultural narratives that impact how students feel and think about learning math. The first phase of research included 150 6th-9th grade students, 99 parents and 54 math teachers from across the country. Join an upcoming webinar on December 7 to learn more. .
New data from Gallup, in partnership with Learning Heroes, shows nearly eight in 10 U.S. parents (79%) say their child is receiving mostly B’s or better, and almost nine in 10 believe their child is at or above grade level in reading (88%) and math (89%). But the reality is many students are deeply behind grade level and need intervention to recover unfinished learning. Visit to learn more about these new insights and for resources to support all students.
is December 3-6. At the conference, we’re hosting a session focused on the insights featured in the April 2023 issue of The Learning Professional during session 2229, “Learning from Networks for School Improvement” Explore promising practices, lessons learned, and impact achieved with a subset of the authors.