![[Illustration from 'Mathematical World' by Richard Phillips]](pics/pic3.jpg)
We want to shift teachers' attention from what they are doing to what students are doing and thinking
We want to shift teachers' attention from what they are doing to what students are doing and thinking
Summary
Our teachers have been working hard at implementing a curriculum that is oriented, in part, toward engaging students in mathematical problem solving. We have supported the implementation with professional development to help teachers understand the design principles and structure of the curriculum, and the components that organize the units and the lessons. We have spent time helping teachers broaden and deepen their knowledge of the mathematics in the curriculum.
It is clear that teachers' continue to focus primarily on what they need to do to implement the curriculum. This is resulting in a kind of mechanical use of the curriculum, with teachers making sure they are doing all the components of each lesson and each unit. And they are becoming quite skilled at this level of implementation.
We have been unsuccessful, however, at getting teachers to shift their focus to what students are doing and thinking.
It is clear that teachers' continue to focus primarily on what they need to do to implement the curriculum. This is resulting in a kind of mechanical use of the curriculum, with teachers making sure they are doing all the components of each lesson and each unit. And they are becoming quite skilled at this level of implementation.
We have been unsuccessful, however, at getting teachers to shift their focus to what students are doing and thinking.
Strategies
Shape a professional development program around developing thinking routines
The Artful Thinking Program is being developed by Harvard's Project Zero and the Traverse City (MI) Public Schools. The program focuses on thinking dispositions and routines that teachers can use to deepen their own thinking and that of their students.
Use professional development to target students' understanding through mathematical discourse
This strategy entails shaping a professional development program around mathematical talk in the classroom and the role it can play in enhancing students' engagement with mathematics and providing evidence to teachers of what students are coming to understand.