About the Pathway
Math educators are trying to deepen their understanding of math standards, deal with the effects of unfinished instruction from previous grades, and counter students’ negative views of math. The Math pathway equips teachers with the beliefs, knowledge, and actions they need to foster positive math identities and implement grade-level, engaging, affirming, and meaningful — GLEAM® — math instruction for all students. Participants learn how to plan high-quality math lessons, practice a variety of instructional strategies, and reflect on how mindsets and identity impact student outcomes.
Create classrooms of capable, confident math students.
What to Expect
By the end of four days, participants will be able to:
- Reflect on math identities and their impact on GLEAM math instruction
- Deepen their understanding of math instructional shifts (focus, coherence, rigor) to support GLEAM math instruction
- Learn a new approach to address students’ unfinished instruction that supports GLEAM math instruction within their school contexts
- Adapt a task to align with the “meaningful” element of GLEAM math instruction
- Plan for and practice Math Language Routines (MLRs) to support GLEAM math instruction
Who is the Math pathway for?
K–12 math teachers, instructional coaches, school administrators, and district leaders responsible for supporting math instruction
What Participants Learn
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Day 1
- Analyze data on the predictability of student outcomes by race, language, and socioeconomic status.
- Learn how to use GLEAM math instruction to address the predictability of student outcomes.
- Experience math as a student through math language routines and a model lesson.
- Reflect on their own math identity and how it impacts their classroom instruction.
- Plan strategies to promote a positive math identity in themselves and their students.
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Day 2
- Determine whether a math lesson is part of the major work of the grade through an analysis of math standards.
- Practice reinforcing the major work of the grade through supporting work.
- Plan strategies to help students connect their daily learning to other topics in the grade.
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Day 3
- Learn strategies to promote productive student mindset development in math class.
- Plan strategies to help students connect their daily learning to other topics from earlier grades.
- Attend to the language of math standards by selecting instructional strategies that promote balanced math instruction.
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Day 4
- Adapt a task to align with the “meaningful” element of GLEAM Instruction.
- Plan for and practice Math Language Routines (MLRs) to support GLEAM math instruction.
- Plan an approach to accelerate learning for students who have experienced unfinished instruction.
The facilitators were-well prepared and pushed us as a group to dig deeper with our responses and questions. I felt comfortable taking risks with my responses because of the safe space.
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