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the Better Lesson admin dashboard provides information that is easy to access and help distribute to math colleagues

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the Better Lesson admin dashboard provides information that is easy to access and help distribute to math colleagues

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how to tie the expectations of mathematical discourse across the curriculum in pragmatic ways that are common.

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how to tie the expectations of mathematical discourse across the curriculum in pragmatic ways that are common.

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teams to continue to build trust with each other so that they can have these honest, structured conversations with their colleagues and examine how they are planning for and promoting these learning moments consistently.

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teams to continue to build trust with each other so that they can have these honest, structured conversations with their colleagues and examine how they are planning for and promoting these learning moments consistently.

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Many students remain unaware that their status at the end of fifth grade can determine their ability to attend a top university

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initially, math instruction was to prepare privileged, young, white men for entrance into elite colleges.

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initially, math instruction was to prepare privileged, young, white men for entrance into elite colleges.

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Students who are perceived as “weak” in mathematics are often informally tracked before grade seven in ways that severely limit their experiences with and approaches to mathematics (Butler, 2008) and their future options (Parker et al, 2014).

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Students who are perceived as “weak” in mathematics are often informally tracked before grade seven in ways that severely limit their experiences with and approaches to mathematics (Butler, 2008) and their future options (Parker et al, 2014).

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how to engage students further to develop the brain pathways they need and to lose the need for learning assistance. 

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how to engage students further to develop the brain pathways they need and to lose the need for learning assistance. 

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That the aim of the new framework is to address and respond to inequalities in mathematics.

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teachers will be provided professional development and follow through coaching to support math instruction. 

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teachers will be provided professional development and follow through coaching to support math instruction. 

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the framework highlights examples that are multi-dimensional, with experiences that are visual, physical, numerical and more.

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the framework highlights examples that are multi-dimensional, with experiences that are visual, physical, numerical and more.

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Attention drawn to the misperception that people need a special ability or gift to be drawn to Math

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Attention drawn to the misperception that people need a special ability or gift to be drawn to Math

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how to develop better lessons that allow students to collaborate so that students are learning together to achieve more.

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how to develop better lessons that allow students to collaborate so that students are learning together to achieve more.

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that the ultimate goal is not to get students through a course of calculus by 12th grade.

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that the ultimate goal is not to get students through a course of calculus by 12th grade.

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Before students have opportunities to excel in mathematics, many often self-select out of mathematics because they see no relevance for their learning, and no longer recognize the inherent value or purpose in learning mathematics. 

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Before students have opportunities to excel in mathematics, many often self-select out of mathematics because they see no relevance for their learning, and no longer recognize the inherent value or purpose in learning mathematics. 

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More about how computational speed and accuracy cannot be called rigorous unless it is accompanied by a conceptual understanding of the strategy being used

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how to break down barriers in mathematics and ensure all students (and teachers) have a growth mindset related to math.

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teachers being trained for several years, not just a few trainings so that this becomes a way of teaching and not just a few strategies they have in their pockets.

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teachers being trained for several years, not just a few trainings so that this becomes a way of teaching and not just a few strategies they have in their pockets.

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"Students learn best when they are actively engaged in questioning, struggling, problem solving, reasoning, communicating, making connections, and explaining."

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The potential to address the ability mindset with students, and even more importantly, with adults

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The potential to address the ability mindset with students, and even more importantly, with adults

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Hard work and persistence is more important for success in mathematics than natural ability. Actually, I would give this advice to anyone working in any field, but it's especially important in mathematics and physics where the traditional view was that natural ability was the primary factor in success. - Marie Klawe

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approaching content through a focus on big ideas, investigation, and connections across content areas.

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approaching content through a focus on big ideas, investigation, and connections across content areas.

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The belief that “I treat everyone the same” is insufficient: Active efforts in mathematics teaching are required in order to counter the cultural forces that have led to and continue to perpetuate current inequities

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Some teachers might struggle with the new framework, as the way they are being asked to approach math, mathematical thinking, and equity as it relates to the teaching of math is not how they learned math, or how they learned to teach math. It will require training, tough conversations, and time to discuss the " why" of this new framework.

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our classrooms focusing less on grades and right answers and more on the process and reasoning students use to explain how they attacked a problem.

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I want to explore more on how to bridge the gap between early learning and elementary mathematics. 

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I want to explore more on how to bridge the gap between early learning and elementary mathematics. 

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Fixed notions about student ability, such as ideas of “giftedness,” have led to considerable inequities in mathematics education.

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Teachers will be able to see great examples of what a sense of agency in a math class looks like.

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I imagine teacher leaders who model and advocate for engaging, inclusive, and rigorous learning communities

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I imagine teacher leaders who model and advocate for engaging, inclusive, and rigorous learning communities