| Popis: |
A number of school and societal-related barriers cause students to disengage in the math classroom. These include teacher beliefs and biases, the type of mathematical task assigned, the lesson format, the classroom culture, and students’ perceptions of their own and their peers’ mathematical abilities. This chapter was inspired by educators from the Mathematical Agency Improvement Community, a network of teachers from 17 K–12 schools from four different Southern California school districts. Concerned by low student engagement in math class, the teachers participated in the network to explore student-centered math practices and learn from one another. Using an improvement science framework, network teachers tested practices from two evidence-backed pedagogical frameworks for mathematics instruction—cognitively guided instruction (CGI) and complex instruction (CI)—to promote student mathematical engagement and success. Key practices included using a launch, explore, discuss lesson structure and routines to foster productive group work and establish a positive learning culture. In alignment with the evidence body for each of these frameworks, this chapter will highlight CGI practices in elementary classrooms and CI practices in middle and high school classrooms. |
