Table of Contents
- Content Home
Welcome
Module Overview- Pre-Assessment
- Unit 1: Teaching and Learning the Standards for Mathematical Practice
- Unit 2: Overarching Habits of Mind: MP1 and MP6
- Unit 3: Reasoning and Explaining (MP2 and MP3)
- 3.0 Unpacking MP2 and MP3
- 3.1 Beginning to Reason: Definitions and Conjectures
- 3.2 Explaining and Justifying
- Taxonomy of Questions in Mathematical Discourse
- 3.3 Identifying Flaws in Reasoning
- 3.4 Making Arguments More Viable
- 3.5 Summary
- Unit 4: Modeling and Using Tools (MP4 and MP5)
- Unit 5: Seeing Structure and Generalizing (MP7 and MP8)
- Unit 6: Summary and Next Steps
- Post-Assessment
Certificate of Completion- Glossary
Resources- Acknowledgements
Module Evaluation
Unit 3: Reasoning and Explaining (MP2 and MP3)
Meeting the Needs of Diverse Learners
Ball's description of a community of reasoners can be integrated with strategies for teaching English learners, students with special needs, and high-achieving students. Select the link below for examples of strategies to meet the needs of diverse learners in your classroom:
Sample strategies for differentiating instruction
Research has demonstrated that vocabulary learning occurs most successfully through instructional environments that are language-rich, actively involve students in using language, require that students both understand both spoken and written words and also express that understanding orally and in writing, and require students to use in multiple ways over extended periods of time. To develop written and oral communication skills, students need to participate in negotiating meaning for mathematical situations and in mathematical practices that require output from students."
Common Core State Standards Initiative, Application of the Standards for English Language Learners: http://www.corestandards.org/the-standards
In your Metacognitive Journal, answer the question below:
Login required to enable "Save Answers" feature.
Visit the Understanding Language Web site to access research papers on English learners and the CCSS.
Mathematics instruction for ELs should support participation in mathematical discussions and draw upon available resources in the classroom such as objects, drawings, graphs and gestures."
Moschkovich, 2012
Mathematics: Kindergarten through Grade Twelve (K–12) Standards for Mathematical Practice. Brought to you by the California Department of Education, the Regents of the University of California, and the California Mathematics Project.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
