Learning Forward

Equity and excellence in teaching and learning.

Menu

FOCUS

Steps to self-reliance

By Sue Chapman and Mary Mitchell
December 2019
Vol. 40, No. 6
All teachers of mathematics want to know that our teaching is causing students to develop deep and lasting understanding of math concepts, fluency with mathematical procedures, competence in solving problems, and a positive relationship with mathematics. Unfortunately, the relationship between teaching and learning is not always clear. The dynamics of a classroom are complex, making it difficult to know which teaching moves lead to specific student outcomes. When we try to link our teaching to students’ learning, we may feel we are looking into a black box, a space containing countless elements that may or may not positively affect student achievement (Black & Wiliam, 2010). Through deliberate reflection, however, we can examine the influence of specific teaching practices on student learning outcomes (Huinker & Bill,

Read the remaining content with membership access. Join or log in below to continue.

Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

Log In
   
Forgot password? Click here to reset

Authors

Sue Chapman and Mary Mitchell

Sue Chapman (chapmans@uhcl.edu) is an adjunct instructor at the University of Houston-Clear Lake and a professional learning consultant at Math Solutions. Mary Mitchell (mmitchell@mathsolutions.org) is a lead instructional designer at Math Solutions.

References

Black, P. & Wiliam, D. (2010, September). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81-90.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Thousand Oaks, CA: Corwin.

Huinker, D. & Bill, V. (2017). Taking action: Implementing effective mathematics teaching practices. Reston, VA: National Council of Teachers of Mathematics.

Killion, J. (2008). Assessing impact: Evaluating staff development. Thousand Oaks, CA: Corwin.

National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.

Sue Chapman (chapmans@uhcl.edu) is an adjunct instructor at the University of Houston-Clear Lake and a professional learning consultant at Math Solutions.

Mary Mitchell (mmitchell@mathsolutions.org) is a lead instructional designer at Math Solutions.

Search
The Learning Professional

Published Date
Reset

CURRENT ISSUE

  • Just released!
    Order Today

    • Recent Issues

    SUPPORTING EACH OTHER
    October 2020

    What does it mean to support learning in challenging times? It means...

    TURNING TO TECHNOLOGY
    August 2020

    Technology constantly creates new opportunities for professional learning....

    WHAT NOW?
    June 2020

    The COVID-19 pandemic has changed school as we know it. As we face an...

    BEYOND THE BASICS
    April 2020

    Learning professionals challenge themselves to stretch and grow while...

  • © Copyright Learning Forward