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I believe they are all weighted equally

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Rich student discourse around mathematical practices! However, we need to ensure we are posing quality tasks that require thought and reasoning.

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Conceptual understanding to apply what is learned and be able to critically think through new concepts

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Productive struggle - my students are too quick to ask for help without even thinking about the problem. See a lot of that today with the instant society in which we live.

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We use rotational model settings to promote student learning and discourse amongst peers.

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We use rotational model settings to promote student learning and discourse amongst peers.

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Mathematical discourse

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Support productive struggle

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We are using all of the practices in our district with a heavy focus on discourse.

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More mathematical discourse

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Implement tasks that promote reasoning and problem solving. 

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Implement tasks that promote reasoning and problem solving. 

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Productive struggle and meaningful mathematical discourse

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Productive struggle and meaningful mathematical discourse

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More problem based learning

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Teacher needs to have a clear learning intention in mind before beginning

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Mathematical discourse

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My teachers struggle most with taking a conceptual approach to instruction. They are very much "lecture focused", and are not providing students the opportunity to grapple with problem solving. 

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My teachers struggle most with taking a conceptual approach to instruction. They are very much "lecture focused", and are not providing students the opportunity to grapple with problem solving. 

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We are also using these standards to direct our teaching

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Pose purposeful questions - need better questioning to prompt students to continue the discussion on their own.

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Students collaborate on assignments and discuss answers. They constantly have to defend themselves and justify their answers

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As a district, we’re working to increase student-centered classrooms~ so seeing increased student mathematical discourse in classrooms would be awesome.

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Elicit and use evidence of student learning

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All of them (but not always at the same time)

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Mathematical discourse and building procedural fluency from conceptual understanding

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District-wide, we have very strong goals embedded in our curriculum guides & scales written for all state-assessed courses.

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Build procedural fluency from conceptual understanding - it’s much too easy to fall back into the practice of “show and tell”...teach the method or trick without the understanding.

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Allowing for tasks that promote reasoning, problem solving , and that support productive struggle

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...the seamless integration of all of them would be best; however to select one: purposeful questioning.