Leading School and System Improvement in Mathematics

As teachers, principals, and system leaders, we collectively focus on building and reinforcing the knowledge and skills students will require to support their success in school, and in their future pathways. Mathematical literacy is important to future success. It is defined as the “capacity to reason mathematically and to formulate, employ, and interpret mathematics to solve problems in a variety of real-world contexts. It includes concepts, procedures, facts and tools to describe, predict and explain phenomena” (OECD, 2022) [i]. This conceptualization of mathematical literacy is reinforced in OECD’s Education at a Glance, 2024.

Mathematical literacy is one of the global/transferable skills that is fundamental to lifelong learning. Additionally, as students progress in their education, their academic skills are measured, including mathematics.  As teachers begin the school year, they are considering providing resources and pedagogical approaches to enable students to become mathematically proficient, procedurally fluent and confident. Schools/districts are developing mathematics learning action plans, which includes providing short professional learning sessions. Professional inquiry where techers collaborate, ask questions, and gather data about students’ mathematical thinking to improve (Boaler, Lamar, Langer-Osumam & Suurtamm, 2020).

It is important to begin with an asset-based approach that recognizes what students (and teachers) know and can demonstrate in different ways, the evidence of their learning and knowing (Boaler, Lamar, Langer-Osumam & Suurtamm, 2020). Pedagogical leaders work hard to ensure that students make mathematical thinking visible. That tey comprehend the processes, describe their work and understandings.

Students require relevant curriculum content and rich, real-world activities and problems. It should provide for independent and interdependent learning and integrate technology. This includes additional culturally responsive supports for traditionally underserved students facing systemic equity barriers. For instance, there are resources to integrate First Nation materials and approaches; some are included in the reference list. 

Remember mastering Mathematics is not linear, its embedded, spirals through the curriculum, and needs to be consistently and intentionally reinforced (Gobir, 2021). Most students spend their time ‘mimicking’ not thinking [ii]. Newhouse describes an approach called ‘thin slicing’ that gradually increase complexity-building engagement within an assets-based frame. Another asks students in groups to solve a problem and then create a video to illustrate, solve and explain why they selected their problem-solving strategy (PBS, 2024).

Some areas to consider include developing and reinforcing skills and knowledge about

· Coding Critical Reasoning
· Data Management
· Financial Literacy
· Gamified Learning
· Problem Formulation
· Problem Solving

Some jurisdictions have recently revised their math programs with the intent of improving outcomes for students. For example, Ontario has recently added financial literacy as a graduation requirement and an assessment to ensure teacher candidates have basic math competency (Ontario Ministry of Education, 2024). Additionally, they added a section on social and emotional learning in Mathematics [iii] so students can individually and collectively work through the challenges, gain confidence and see themselves as mathematically proficient. This growth mindset helps them problem-solve and make informed judgments and decisions [iii]. 

Another example is California introducing The Mathematics Framework for California Public Schools: Kindergarten to Grade Twelve [iv] in 2023, providing direction to educators on how to align classroom practices and resources with California’s rigorous mathematical standards. The Mathematics Framework for California Public Schools: Kindergarten to Grade Twelve is designed to promote mathematical literacy and raise math achievement for all California learners. 

“The goal is to ensure equity and excellence in math learning so that all California students become powerful users of mathematics to better understand and positively impact the world—in their careers, in college, and in civic life” [iv].

The Signature Leadership by Knowledgehook web page contains some thoughtful and relevant Roundtables focused on Improving Math Achievement. Please check these out on: Signature Leadership Series by Knowledgehook. For all three Roundtables described below there are informative conversations to listen to and relevant resources to download. Select a topic and the time designation is provided to assist you in your learning journey.

Changing Math Instruction the Bob Moses Way from September 2022. This is based on the valuable contributions of American Math Educator and civil rights activist, Bob Moses. There are downloadable copies of the PowerPoints and other useful resources.

‍Changing Math Instruction the Bob Moses Way
‍Maisha Moses (Executive Director, The Young People’s Project, Southern Illinois University, Carbondale; Cambridge, USA) and Daniel Gohl (Senior Advisor, Bob Moses Research Center for Math Literacy Through Public Education, Florida International University; Miami, USA) will make short presentations and will then engage in a discussion based on questions and comments from participants in this live session. A roundtable focused on improving math outcomes and dealing with Equity is Getting at Equity in Math from January 2022. 

‍Getting at Equity in Math
Listen to Dr. Jo Boaler (Nomellini & Oliver Professor of Education, Stanford University; Founder, youcubed; California, USA) and Dr. Crystal Morton (Associate Professor of Math Education, IUPUI School of Education; President, Benjamin Banneker Association; Indiana, USA) engaged in thoughtful dialogue for this Roundtable using a fireside chat format as they explore the following questions:

1.   How do you define equity in math?
2.  Why is Algebra 1 (and the equivalent in other education systems) considered to be a gatekeeper to student outcomes?

3.  Can you share some examples of what you have seen as best practices in schools and school districts in addressing issues of equity in math?

4.  What can education leaders do to ensure every student has the math skills to be successful in school and in life?

‍The COVID Pandemic was an enormous disrupter in education and learning. We are still suffering its impacts. This Math Roundtable from August 2020 reflects that uncertainty but the focus remains improving math and making it meaningful. The Roundtable contains a series of useful downloadable resources to peruse and share.  These support collective pedagogical learning. 

‍Supporting High-Quality Math Teaching in Uncertain Times.
Join the co-authors Jo Boaler (Nomellini & Oliver Professor of Education, Stanford University, USA), Tanya LaMar (PhD Candidate, Mathematics, Stanford University, USA), Jennifer Langer-Osuna (Assistant Professor of Mathematics Education, Stanford University, USA), Christine Suurtamm (Professor of Mathematics Education, University of Ottawa, Canada) as they present the highlights of the report and then open it up to participants for questions and a fulsome discussion.


References

Barasch, L. (2024). Teacher Voice: I don’t mind being known as the math guy, but everyone can and should be able to do the math, Hechinger Report -  TEACHER VOICE: I don’t mind being known as 'the math guy,' but everyone can and should be able to do the math - The Hechinger Report

‍Boaler, J., Lamar, T., Langer –Osuna, J. & Suurtamm, C. (2020). Supporting high-quality math teaching in uncertain times. Knowledgehook - https://www.goodreads.com/book/show/59135251-supporting-high-quality-math-teaching-in-uncertain-times

California Department of Education. (2023). The Mathematics Framework for California Public Schools: Kindergarten to Grade Twelve. https://www.cde.ca.gov/ci/ma/cf/

‍Gobir, N. 2021).  How to build students’ math confidence with culturally sustaining practices. Mind/shift - https://www.kqed.org/mindshift/57997/how-to-build-students-math-confidence-with-culturally-sustaining-teaching-practices

‍Newhouse, K. (2024). How to get kids’ thinking instead of mimicking in Math class. Mind/shift - https://www.kqed.org/mindshift/64539/how-to-get-kids-thinking-instead-of-mimicking-in-math-class

‍OECD. (2024). Education at a Glance, 2024 - https://www.oecd.org/en/publications/education-at-a-glance-2024_c00cad36-en.html

‍Ontario Ministry of Education. (2021). Modernized Math course prepare students for jobs of the future and life skills - https://news.ontario.ca/en/backgrounder/1000299/modernizing-grade-9-math-education-in-ontario-schools

‍Ontario Ministry of Education News Release (May 2024). Province introduces anew high school graduation requirements for a stronger Ontario diploma - https://news.ontario.ca/en/release/1004651/province-introduces-new-high-school-graduation-requirements-for-a-stronger-ontario-diploma

‍PBS Library resources for Mathemtics - Resources To Learn Mathematics | PBS (pbslearningmedia.org)

[i] OECD - https://www.oecd.org/en/topics/sub-issues/mathematics-literacy.html#:~:text=Mathematical%20literacy%20is%20an%20individual's,describe%2C%20explain%20and%20predict%20phenomena.

[ii]  How to Get Kids Thinking Instead of Mimicking in Math Class | KQED

‍[iii] https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g1-math/strand-a/social-emotional-learning-sel-skills-and-the-mathematical-processes

‍[iv]  https://www.cde.ca.gov/ci/ma/cf/