Mona Toncheff, an education consultant and author, is project manager for the Arizona Mathematics Partnership (a National Science Foundation-funded grant). She is a former mathematics content specialist.
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Eliminating the deficit discourse by focusing on learning rather than labels is a key step toward a more just and equitable mathematics education. (NCSM & TODOS, 2017)
How does your mathematics team talk about student learning when analyzing student results? Is the data explained away using assumptions about students’ abilities or effort? Read more
As I was recently catching up on Twitter, I came across the following question:
“Anyone have data on the ideal size for teacher collaborative teams? Is 2 too small? Is 12 too big? What’s ideal?” Read more
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At the end of each school year, I like to ask questions to create a “pause and reflect” moment as my children and I eat around the dinner table together. This year, my two oldest children finished their junior and sophomore years in college, and my son finished his sophomore year in high school. The questions ask (1) what they did during the school year that they were most proud of, (2) some areas that they are still working on, and (3) one specific action they need to fix before they head back to school next year. Listening to my adult children this year was amazing, as I witnessed how well they are in tune with plausible growth and stretch areas for the upcoming school year.
This same thought process applies to mathematics collaborative teams and has become a tradition for the teachers I support. Read more
What is curriculum? Ask that question to ten teachers or leaders and you will most likely receive ten different responses. Some might state the curriculum refers to the lessons and academic content taught in the grade level or course. Others might refer to a textbook as the curriculum. Then some might state that curriculum is the set of standards supported by the essential learning outcomes that defines what we want students to know and be able to do by the end of the year. The bigger question as a mathematics leader is, “How do we ensure all students have access to a meaningful and coherent mathematics curriculum?” In other words, how does coherence fit into the definition of mathematics curriculum? Read more
“Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.”
– Margaret Mead
Mona Toncheff
