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From fear to "Aha!": Math PD for transformative student learning — Learn more

Making Sense of Mathematics for Teaching to Inform Instructional Quality

By: Melissa D. Boston, Amber G. Candela, Juli K. Dixon

Discover clear teaching strategies and rubrics for improving your instructional strategies for teaching mathematics at any grade level. Watch videos of effective math strategies in action and gain the tools to bring TQE process into the classroom.

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Applying the TQE process in teachers’ mathematics instructional strategies

Discover a clear path for improving your instructional strategies for teaching mathematics at any grade level. Designed for individuals or collaborative teams, this practical resource introduces a set of rubrics—the Instructional Quality Assessment (IQA) Toolkit—that readers can rely on to help guide reflections, conversations, feedback, and planning. Also included are a series of short videos that showcase how to use the book’s math strategies and tools in classrooms.

Ensure the instructional quality of your teaching strategies in mathematics:

  • Utilize tasks, questions, and evidence (the TQE process) and the associated IQA rubrics as a road map for increasing instructional quality.
  • Become familiar with the connection between efficient use of tasks and teacher questioning with increased student success.
  • Learn how to gauge student response to tasks and lessons in order to understand student mastery of the material.
  • Enhance your understanding of math strategies through hands-on activities.
  • Access free online reproducibles for use in teaching mathematics in the classroom.

Related Topics

InstructionMathematics


Additional Information

Product Code: BKF834, EKF427

ISBN: 9781947604094

Published By: Solution Tree

Page Count: 176

“I highly recommend Making Sense of Mathematics for Teaching to Inform Instructional Quality for all mathematics teachers and instructional leaders who dare to deeply, and with a critical intentionality, examine their instructional quality. Framed by the tasks, questions, and evidence (TQE) process, this book challenges readers to critically examine their practice through engaging them in the analysis of tasks, questions, and evidence using practical, user-friendly, and downloadable Instructional Quality Assessment (IQA) rubrics, observation tools, and summary sheets. Most important, this book empowers readers to become their own best examiners of instructional quality!”

Sarah B. Bush, associate professor, K–12 STEM education, University of Central Florida

“The IQA toolkit that is the focus of this book provides a set of accessible rubrics that draw teachers’ attention to aspects of practice that matter most—task selection and implementation, teacher questions, and the quality of student contributions. These research-based tools are perfect for guiding teachers’ planning for and reflection on instruction and have the potential to change the nature of how teachers and their students work in the classroom. This book is a must-have for any teacher trying to improve the quality of instruction and learning in his or her classroom”

Margaret (Peg) Smith, professor emerita, University of Pittsburgh

“Good teaching is not an accident but is a product of hard work, learning about the craft, and reflecting on our practice. The rubrics and processes in Making Sense of Mathematics for Teaching to Inform Instructional Quality lay the groundwork for each reader to improve the quality of his or her instruction by using examples, videos, and activities. This is an essential work for teachers, coaches, and administrators working to improve their mathematics educational practice.”

Frederick L. Dillon, mathematics specialist and coach, Institute for Learning, University of Pittsburgh

Making Sense of Mathematics for Teaching to Inform Instructional Quality is a powerful resource for teachers, coaches, and administrators. It arms them with a considerable collection of practical tools to focus on instructional tasks, questions, and evidence. It is a must-have for determining where mathematics instruction is and for creating a road map for where it can go.”

John SanGiovanni, coordinator, elementary mathematics, Howard County Public School System, Maryland

“We know from decades of research and practice how crucial it is to routinely engage all students in solving tasks in which they make sense of mathematics—and we know how challenging it is do so. Making Sense of Mathematics for Teaching to Inform Instructional Quality details how to work with colleagues to meet this challenge. The authors provide a concrete framework and activities to guide collaborative professional inquiry, complete with tasks, sample student work, and videos of instruction. I can’t wait to use this incredible resource!

Kara Jackson, associate professor, University of Washington College of Education

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