Why Mathematics at Work™?
Mathematics at Work is built on the fundamental belief that every K–12 student can learn mathematics. Participants in the Mathematics at Work professional development:
- Gain deeper insight into the essential mathematics team agreements as part of the Professional Learning Communities at Work™ process.
- Reflect on current practice using team-discussion protocols, author stories, teacher-reflection activities, and team recommendations for their daily work.
- Examine research and professional best-practice design criteria for unit assessments, daily instruction, daily homework, grading, and schoolwide mathematics intervention.
- Examine research and professional best-practice design routines for unit assessments, daily instruction, daily homework, unit grading, and subsequent schoolwide mathematics intervention.
The authors of Mathematics at Work understand that to achieve this purpose, teachers and leaders of mathematics should establish a reflect, refine, and act formative learning process for their students and for themselves. Mathematics lesson design and implementation, assessment design and intervention, and homework design and grading routines become purposeful outcomes to support your school or district—one teacher, teacher team, and teacher leader at a time.
Perseverance and ownership
Use mathematics assessment, lesson, and homework design criteria to help your students develop confidence, ownership, and productive perseverance in their daily mathematics learning.
Reflective and routine
Establish highly effective mathematics instruction, assessment, intervention, and grading routines to help your students become active participants in a formative feedback cycle of learning.
Meet the Mathematics at Work Thought Leaders
Timothy D. Kanold, PhD, an award-winning mathematics educator, author, and consultant, is former director of mathematics and superintendent of Adlai E. Stevenson High School District 125, a model professional learning community district in Lincolnshire, Illinois.
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.
Sarah Schuhl is a consultant specializing in professional learning communities, assessment, school improvement, and mathematics. She has been a secondary mathematics teacher, high school instructional coach, and K–12 mathematics specialist.
Jessica McIntyre is principal of Aptakisic Junior High in Buffalo Grove, Illinois. She oversees RTI implementation and focuses on teacher instruction. Jessica is also the district mathematics leader.
Bill Barnes is director of curricular programs, secondary and preK–12 for the Howard County Public School System in Maryland. He is also director of Eastern Region 2 for the National Council of Supervisors of Mathematics and an adjunct professor.
Matthew R. Larson, PhD, is an award-winning educator and author who served as the K–12 mathematics curriculum specialist for Lincoln Public Schools in Nebraska for more than twenty years. He served as president of the National Council of Teachers of Mathematics (NCTM) from 2016 to 2018.
Mathematics at Work success stories
Anoka-Hennepin School District
Student proficiency in mathematics more than doubled from 2005–06 to 2012–13.
Clark County School District
“After two years of mathematics-specific PD, many district schools have exceeded student performance expectations and reached new levels of achievement.”
—Jhone Ebert, assistant superintendent and chief technology officer, Clark County School District
Kenwood Elementary School
After just one year of working with the basic tenets of Mathematics at Work™, Kenwood Elementary doubled in overall mathematics proficiency.
Newhall School District
For three years, Newhall School District witnessed continued growth in English and Mathematics proficiency across all grades through the PLC at Work process.
Phoenix Union High School District
From 2003 to 2013, ninth-grade students enrolled in below grade-level mathematics fell from 60% to 2%. Ninth-grade students enrolled in geometry and higher-level courses nearly doubled during that time.