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Using High Quality Instructional Materials, which include progressive tasks that build procedural fluency from conceptual understanding through problem-solving and reasoning tasks. Also, teachers implementing instructional routines that maintain the rigor of the tasks and promote positive identities and a learning classroom culture.

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We can't forget our high quality instructional strategies we used pre-Covid. We need to re-think them with our Covid constraints in mind. For example, Number Talks still work in virtual as well as F2F. Our group instruction may need to look different but we can still have students collaborate.

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We can get to know our students through individual interviews. This does not have to take a lot of time, just asking questions about their thinking. I call them "water fountain" conversations.

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I am answering this first question, but I think part of the answer to all these questions is to teach through problem solving and the standards for mathematical practices by sharing multiple strategies and engaging students in discussion rather than focusing on isolated skills kids are "missing".

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Loving Liljedahl's #ThinkingClassrooms and the inclusion that comes from the classroom culture it creates.

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One unit at a time- focus on gathering data and information through formative assessments and mathematical discussions

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Beginning Day 1: Learn about students’ identities and math identities ("My Math Story"); begin establishing community and collective norms, focus on fostering sense of belonging, and instilling high expectations for mathematics learning behaviors.

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By designing and implementing classroom activities that focus on discourse, developing relationships, and foster choice and voice.

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Invite students to share their thinking and connections prior to "teaching" content. Honor what students bring into the classroom and value their strategies and contributions as part of the learning process. Deep thought and reasoning are valued above right and wrong answers.

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Journaling: What are you grateful for in this math class? What are your strengths? Who have you helped today? From Choosing to See by Pam Seda and Kyndall Brown.

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I used to hold a morning meeting with my 5th graders. It was 12-15 minutes. They facilitated. It was very bonding, and they did not want to miss a meeting.

I also, had a box in the back of the room where they could put any discussion topic in there for us to discuss on Friday's meetings. Friday's meetings were 30 minutes.

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During the pandemic, in a remote teaching setting, it was effective to ask the students how they were doing and have them discuss what is going on in the home.  This comes before the academic experience.

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During the pandemic, in a remote teaching setting, it was effective to ask the students how they were doing and have them discuss what is going on in the home.  This comes before the academic experience.

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Ronni David
mathronni@cs.com

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Instructional and Mathematical Language Routines, dialogue Journals, reflective assignments/rituals, and activities to build student reasoning and productive discourse.

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Use of approperiate scaffolds to increase access (i.e. manipulatives, number lines, ten frames, graphic organizers, etc)

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What Judy Dunmire said...my thoughts exactly!

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Sara Vanderwerf's Name Tents is a great way to get to know students the first week of school (my kids begged me to continue doing it all year long), Kagan strategies with non-content topics, give students voice and choice in the classroom, restorative practices, stand at the door and greet kids by name every day.

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I agree with Judy about using high-quality instructional materials. These should include rich tasks that promote reasoning and problem posing for ALL students and engage students in "doing math" on a daily basis. Admin and leaders must also provide opportunities for teachers to engage in professional learning opportunities such as communities of practice so that they grow and learn also.

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NCSM's Great Tasks
MARS Tasks
Anything challenging with low floor high ceiling that is culturally relevant

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Clarity for teachers through curriculum documents and professional learning around vertical progressions particularly with critical understandings from previous grade/course outlined.   Assist teachers as they pre-assess and make instructional decisions based on these key elements, not trying to teach everything that was not learned from previous year(s).

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Student journaling is very revealing

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Doing a walkabout: Observe students as they discuss their thinking with a partner or small group; observe their work in the moment. Notice when they change direction in their problem-solving process. Notice when they get frustrated. Ask students how they started or what they know about a task.

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Working closely with school-based administrators to ensure they have an understanding of standards and what expectations are as well.

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Honor student thinking.

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Use diagnostic interviews regularly. With students we call these "Open the window to Show Me" activities. This focus on mathematics topics but also include a few questions that can be used to build rapport and knowledge of students interests and experiences. When analyzing this data ( yes this is data and it can help humanize many other types of data typically collected in schools) first start with identifying students strengths, math tool preferences, possible barriers to learning and then a plan of action for future instructional supports.

how Me

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I Come From poems at the beginning of the year gives you a LOT of information regarding their lives.

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By using various visual aids and methods. There are so many technologies we can use in math classroom and we can add them in our instruction.

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Making sure teachers understand the standards.

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Build time into the pacing guide to focus on relationship-building so there is no pressure to begin deep content on day 1. This doesn't mean we can't address content. It just means our primary focus is relationships and math is the vehicle. This is an opportunity for teachers to build the classroom culture and establish learning routines.

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Eliminate the practice of focusing on "answer getting" and highlight the thinking and reasoning skills students exhibit

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Student self-reflections ("still working," "almost got it," "feeling good")