Mathematics

Narrowing the Achievement Gap in Algebra

Addressing the problem the Minority Student Achievement Network (MSAN) put forth, SERP set out to improve achievement in Algebra 1, especially for minority students. Research suggests that the simple instructional technique of having students study examples of problem solutions and explain targeted correct or incorrect steps in the example improves students’ conceptual knowledge without sacrificing procedural skill. SERP’s collaboration with faculty from Temple University, Carnegie Mellon University, and University of Rochester led to the development of AlgebraByExample, a set of 42 assignments interleaving worked examples to analyze and explain with problems to solve.

Lead Researcher: Julie Booth, Temple University

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Research and Design in Progress:
  • GeometryByExample (coming 2021)

Sense-making in Mathematics

Responding to the problem posed by the San Francisco Unified School District regarding the decline in mathematics performance in the middle grades, SERP-recruited researchers identified the culture of mathematics classrooms as a major contributor to the problem. Both teachers and students were focused on getting the right answers to problems rather than on understanding the mathematics. The team of co-developers explored approaches to shifting the culture via small but powerful changes in the tasks given to students. These changes were consolidated into a tool-kit for sense-making in mathematics.

Lead Researchers: Alan Schoenfeld, U.C. Berkeley; Phil Daro, SERP

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Diagnostic Teaching in Mathematics

When classroom teachers successfully shift the focus of the classroom toward student reasoning, students often reveal that they are using below grade-level mathematics to solve problems. The instructional challenge is one of drawing out students’ thinking, comparing problem solving strategies, and moving all students to the grade level mathematics. But few teachers have the preparation to teach in this way. Lessons for diagnostic teaching were developed to support teachers to make the shift in instructional practice and classroom assessment practices. The companion supports for the lessons allow teachers to build their own content knowledge and capacity for diagnostic teaching.

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Observing Common Core Math Practices

SERP teams heard from principals, coaches, and other leaders that a handy tool was needed to help focus principals’ observations in math classrooms on the implementation of the CCSS mathematical practices. The “5x8 Card” was the result. As a product of user-based design, the 5x8 Card targets the intersection of the principal’s experience observing in classrooms with the underlying principles of the CCSS-M practice standards. Detailed empathy and user experience work led to design specifications: brevity; 5 x 8 inch format; concrete, catalytic ideas that excite action rather than covering all components of instruction comprehensively. Principals have embraced the 5x8 card, but its success created a demand from teachers, teacher leaders, and coaches for a tool to support teachers to make the shifts principals were advocating. SERP responded with the development of the “Deck behind the 5x8 Card.”


Lead Researcher: Phil Daro, SERP


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Shifting Course Pathways to Align with the CCSS-M

The Common Core State Standards in Mathematics specify content to be taught to eighth grade students that is not aligned with a typical Algebra 1 course. In districts that have moved Algebra 1 to eighth grade, the standards come into conflict with what has become the symbol of a rigorous mathematics course pathway. SERP collaborated with the math leadership teams in San Francisco Unified School District and Oakland Unified School District to generate course pathways that preserve the CCSS-M focus on eighth grade math content, but allow students to compress courses in order to complete as many math courses as were possible when eighth grade Algebra 1 was the norm. The course pathway proposals and their presentation to the school boards in the two districts model effective negotiation of the concerns of parents for college preparatory instruction and the knowledge of mathematics specialists regarding critical middle school mathematics that should not be skipped in the interest of acceleration.

Lead Researcher: Phil Daro, SERP

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Deepening Teachers' Collaborative Learning

A SERP team from U.C. Berkeley and Mills College is working with Oakland Unified School District’s high school mathematics departments to introduce Teaching for Robust Understanding (TRU)—a five-dimensional framework for observing, talking about, and working to improve classroom learning environments. Lesson Study is used as a mechanism for going deeper on the specific content of a lesson. The project will produce an integrated approach—TRU-Lesson Study—that will allow teams of teachers to develop a common language and approach to talking about practice, and a TRU-infused lesson study strategy for driving that practice deeper.

Research and Design in Progress:
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