Realizing Rigor in the Mathematics Classroom

Ted H. Hull - Educational Consultant, Texas
Ruth Harbin Miles - Mary Baldwin College, VA
Don S. Balka - Saint Mary's College, Notre Dame, IN
Realizing Rigor in the Mathematics Classroom
February 2014 | 192 pages | Corwin
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ISBN: 9781483358772
Available from January 0001
Paperback
ISBN: 9781452299600
Available from January 0001

Description

Rigor put within reach!

Rigor: Everyone is talking about it, and now the Common Core has made it policy. But how exactly do you design a math classroom where achieving that goal is guaranteed? This first-of-its-kind guidebook will help teachers and leaders across the grades make that goal a reality. You’ll not only come to understand once and for all what rigor is, you’ll also learn how to consistently apply that ideal from math classroom to math classroom.

Using their Proficiency Matrix as a framework, Hull, Harbin Miles, and Balka offer proven strategies for successful implementation of the CCSS mathematical practices—with practical tools you can use right away. Whether working individually or as part of a team, you’ll learn how to

  • Define rigor in the context of each mathematical practice
  • Identify and overcome potential issues and obstacles, including differentiating instruction, monitoring classrooms, and using data
  • Relate specific roles and goals for students, teachers, math leaders, school leaders, and collaborative teams
  • Use assessment tools to guide work and monitor progress

With action checklists and record sheets, self-assessments, a teacher planning guide, and much more, this is the only resource you need to guide your team to rigor—and your students to achievement.

Contents

Foreword by Suzanne Mitchell

Foreword by Suzanne Mitchell

Introduction

  • CCSS Content and Practice: Opportunity for Rigor
  • A Clue to Rigor
  • Outline of the Book
  • How to Use This Book

Part I. The Foundation

  • 1. Understanding and Meeting the Challenge of Rigor
  • National Assessments
  • Teacher Evaluation
  • Learning Shifts
  • Meeting the Challenges
  • Looking at Assessments
  • Rigor as a Common Factor
  • 2. Defining and Instituting Rigor
  • Searching for Evidence
  • Dictionary and Thesaurus
  • Professional Opinions
  • Indicators of Rigor
  • Drawing Conclusions
  • Decision Point
  • Contrasting Example Lessons
  • Problem Analysis
  • Transforming Classrooms to Support Rigor
  • Having Productive Conversations
  • 3. Building Team Leadership to Support Rigor
  • Role of a Steering Committee
  • Role of a Leadership Team
  • Role of the Principal
  • Developing Learning Communities
  • A Principal's Story
  • Having Productive Conversations
  • 4. Rigor and the Standards for Practice
  • Rigor and Practices
  • A Principal's Story
  • Having Productive Conversations
  • 5. Rigor Related to Classroom Formative Assessment
  • Assessment Types
  • Classroom Formative Assessment
  • Refining Formative Assessment
  • Classroom Formative Assessment
  • Formative Assessment and Intervention
  • Current Learning
  • Effective Intervention
  • Instructional Research
  • Synergy
  • A Principal's Story
  • Having Productive Conversations
  • 6. Rigor and the Proficiency Matrix
  • Organization
  • Progress Toward Rigor
  • Strategy Relationship in the Matrix
  • Classroom Formative Assessment and the Matrix
  • Ms. Edward's Classroom
  • A Principal's Story
  • Having Productive Conversations

Part II. Issues and Obstacles

  • 7. Issues to Resolve
  • Issue: Teaching the Identified Content
  • Issue: Deepening Mathematical Understandings
  • Issue: Reaching All Students
  • 8. Obstacles to Success
  • Obstacle: Working in Isolation
  • Obstacle: Attempting to Evaluate People to Change
  • Obstacle: Failing to Monitor Student Actions
  • Obstacle: Over Adoption
  • Obstacle: Mistaken Efforts
  • Understanding MAAT
  • Having Productive Conversations

Part III. Solutions

  • 9. Solution Step One: Monitoring Student Actions Related to the Practices
  • Opening Classroom Doors
  • Non-Evaluative Monitoring
  • Starting With Students
  • Teacher Self-Assessment of Student Actions
  • Scenario
  • Having Productive Conversations
  • 10. Solution Step Two: Using Classroom Visit Data-Assessment of Student Actions
  • Conducting Productive Conversations
  • Understanding Change Process
  • Levels of Adoption
  • Intervention as Support
  • Building a Critical Mass
  • Changing the Culture
  • Connecting Actions Chart
  • Having Productive Conversations
  • 11. Solution Step Three: Monitoring Teacher Actions Related to the Practices
  • Using the Classroom Visit Tally - Teachers
  • Conversations About the Data
  • Working on Individual Needs
  • Mathematics Collaborative Log
  • Teacher Planning Guide
  • Having Productive Conversations
  • 12. Solution Step Four: Gathering and Using Additional Data
  • Assessments Collectively
  • Specified Classroom Visits
  • Validity Visits
  • Reverse Visits
  • Teacher Requested Visits
  • Supporting Teachers' Change Efforts
  • Adoption Stages
  • Documenting Progress
  • Completing the Form
  • Having Productive Conversations
  • 13. Solution Step Five: Maintaining Progress Toward Rigor
  • Background
  • Relating Mathematical Rigor and the Practices
  • Inferences from the Standards for Mathematical Practices
  • Rigor as an Outcome
  • Categories
  • Rigor Analysis Form
  • Explanation
  • Directions
  • Guiding the Work
  • Input and Outcomes
  • Having Productive Conversations

Part IV. Inputs and Outcomes

  • 14. Teaching for Rigor
  • Inputs
  • Outcomes
  • Teaching for Progress in Rigor
  • Having Productive Conversations
  • 15. Coaching for Rigor
  • Inputs
  • Outcomes
  • Coaching for Progress in Rigor
  • Having Productive Conversations
  • 16. Leading for Rigor
  • Inputs
  • Outcomes
  • Leading for Progress in Rigor
  • Having Productive Conversations

Part V. Momentum

  • 17. Linking Responsibilities - Assessing Progress
  • Professional Trust
  • Professional Conversations
  • Supporting Teacher Change
  • Documenting Change
  • Conclusion
  • Having Productive Conversations

References

References

Index

Index

Description

Rigor put within reach!

Rigor: Everyone is talking about it, and now the Common Core has made it policy. But how exactly do you design a math classroom where achieving that goal is guaranteed? This first-of-its-kind guidebook will help teachers and leaders across the grades make that goal a reality. You’ll not only come to understand once and for all what rigor is, you’ll also learn how to consistently apply that ideal from math classroom to math classroom.

Using their Proficiency Matrix as a framework, Hull, Harbin Miles, and Balka offer proven strategies for successful implementation of the CCSS mathematical practices—with practical tools you can use right away. Whether working individually or as part of a team, you’ll learn how to

  • Define rigor in the context of each mathematical practice
  • Identify and overcome potential issues and obstacles, including differentiating instruction, monitoring classrooms, and using data
  • Relate specific roles and goals for students, teachers, math leaders, school leaders, and collaborative teams
  • Use assessment tools to guide work and monitor progress

With action checklists and record sheets, self-assessments, a teacher planning guide, and much more, this is the only resource you need to guide your team to rigor—and your students to achievement.

Contents

Foreword by Suzanne Mitchell

Foreword by Suzanne Mitchell

Introduction

  • CCSS Content and Practice: Opportunity for Rigor
  • A Clue to Rigor
  • Outline of the Book
  • How to Use This Book

Part I. The Foundation

  • 1. Understanding and Meeting the Challenge of Rigor
  • National Assessments
  • Teacher Evaluation
  • Learning Shifts
  • Meeting the Challenges
  • Looking at Assessments
  • Rigor as a Common Factor
  • 2. Defining and Instituting Rigor
  • Searching for Evidence
  • Dictionary and Thesaurus
  • Professional Opinions
  • Indicators of Rigor
  • Drawing Conclusions
  • Decision Point
  • Contrasting Example Lessons
  • Problem Analysis
  • Transforming Classrooms to Support Rigor
  • Having Productive Conversations
  • 3. Building Team Leadership to Support Rigor
  • Role of a Steering Committee
  • Role of a Leadership Team
  • Role of the Principal
  • Developing Learning Communities
  • A Principal's Story
  • Having Productive Conversations
  • 4. Rigor and the Standards for Practice
  • Rigor and Practices
  • A Principal's Story
  • Having Productive Conversations
  • 5. Rigor Related to Classroom Formative Assessment
  • Assessment Types
  • Classroom Formative Assessment
  • Refining Formative Assessment
  • Classroom Formative Assessment
  • Formative Assessment and Intervention
  • Current Learning
  • Effective Intervention
  • Instructional Research
  • Synergy
  • A Principal's Story
  • Having Productive Conversations
  • 6. Rigor and the Proficiency Matrix
  • Organization
  • Progress Toward Rigor
  • Strategy Relationship in the Matrix
  • Classroom Formative Assessment and the Matrix
  • Ms. Edward's Classroom
  • A Principal's Story
  • Having Productive Conversations

Part II. Issues and Obstacles

  • 7. Issues to Resolve
  • Issue: Teaching the Identified Content
  • Issue: Deepening Mathematical Understandings
  • Issue: Reaching All Students
  • 8. Obstacles to Success
  • Obstacle: Working in Isolation
  • Obstacle: Attempting to Evaluate People to Change
  • Obstacle: Failing to Monitor Student Actions
  • Obstacle: Over Adoption
  • Obstacle: Mistaken Efforts
  • Understanding MAAT
  • Having Productive Conversations

Part III. Solutions

  • 9. Solution Step One: Monitoring Student Actions Related to the Practices
  • Opening Classroom Doors
  • Non-Evaluative Monitoring
  • Starting With Students
  • Teacher Self-Assessment of Student Actions
  • Scenario
  • Having Productive Conversations
  • 10. Solution Step Two: Using Classroom Visit Data-Assessment of Student Actions
  • Conducting Productive Conversations
  • Understanding Change Process
  • Levels of Adoption
  • Intervention as Support
  • Building a Critical Mass
  • Changing the Culture
  • Connecting Actions Chart
  • Having Productive Conversations
  • 11. Solution Step Three: Monitoring Teacher Actions Related to the Practices
  • Using the Classroom Visit Tally - Teachers
  • Conversations About the Data
  • Working on Individual Needs
  • Mathematics Collaborative Log
  • Teacher Planning Guide
  • Having Productive Conversations
  • 12. Solution Step Four: Gathering and Using Additional Data
  • Assessments Collectively
  • Specified Classroom Visits
  • Validity Visits
  • Reverse Visits
  • Teacher Requested Visits
  • Supporting Teachers' Change Efforts
  • Adoption Stages
  • Documenting Progress
  • Completing the Form
  • Having Productive Conversations
  • 13. Solution Step Five: Maintaining Progress Toward Rigor
  • Background
  • Relating Mathematical Rigor and the Practices
  • Inferences from the Standards for Mathematical Practices
  • Rigor as an Outcome
  • Categories
  • Rigor Analysis Form
  • Explanation
  • Directions
  • Guiding the Work
  • Input and Outcomes
  • Having Productive Conversations

Part IV. Inputs and Outcomes

  • 14. Teaching for Rigor
  • Inputs
  • Outcomes
  • Teaching for Progress in Rigor
  • Having Productive Conversations
  • 15. Coaching for Rigor
  • Inputs
  • Outcomes
  • Coaching for Progress in Rigor
  • Having Productive Conversations
  • 16. Leading for Rigor
  • Inputs
  • Outcomes
  • Leading for Progress in Rigor
  • Having Productive Conversations

Part V. Momentum

  • 17. Linking Responsibilities - Assessing Progress
  • Professional Trust
  • Professional Conversations
  • Supporting Teacher Change
  • Documenting Change
  • Conclusion
  • Having Productive Conversations

References

References

Index

Index

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Realizing Rigor in the Mathematics Classroom

Ted H. Hull , Ruth Harbin Miles , Don S. Balka
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February 2014 | 192 pages | Corwin

Format Published Date ISBN Price
Paperback 28/04/2023 9781452299600 $38.95
Lifetime 01/02/2026 9781483358772 $36.00

Rigor put within reach!

Rigor: Everyone is talking about it, and now the Common Core has made it policy. But how exactly do you design a math classroom where achieving that goal is guaranteed? This first-of-its-kind guidebook will help teachers and leaders across the grades make that goal a reality. You’ll not only come to understand once and for all what rigor is, you’ll also learn how to consistently apply that ideal from math classroom to math classroom.

Using their Proficiency Matrix as a framework, Hull, Harbin Miles, and Balka offer proven strategies for successful implementation of the CCSS mathematical practices—with practical tools you can use right away. Whether working individually or as part of a team, you’ll learn how to

  • Define rigor in the context of each mathematical practice
  • Identify and overcome potential issues and obstacles, including differentiating instruction, monitoring classrooms, and using data
  • Relate specific roles and goals for students, teachers, math leaders, school leaders, and collaborative teams
  • Use assessment tools to guide work and monitor progress

With action checklists and record sheets, self-assessments, a teacher planning guide, and much more, this is the only resource you need to guide your team to rigor—and your students to achievement.


Table Of Contents:

  • Foreword by Suzanne Mitchell
  • Introduction
  • CCSS Content and Practice: Opportunity for Rigor
  • A Clue to Rigor
  • Outline of the Book
  • How to Use This Book
  • Part I. The Foundation
  • 1. Understanding and Meeting the Challenge of Rigor
  • National Assessments
  • Teacher Evaluation
  • Learning Shifts
  • Meeting the Challenges
  • Looking at Assessments
  • Rigor as a Common Factor
  • 2. Defining and Instituting Rigor
  • Searching for Evidence
  • Dictionary and Thesaurus
  • Professional Opinions
  • Indicators of Rigor
  • Drawing Conclusions
  • Decision Point
  • Contrasting Example Lessons
  • Problem Analysis
  • Transforming Classrooms to Support Rigor
  • Having Productive Conversations
  • 3. Building Team Leadership to Support Rigor
  • Role of a Steering Committee
  • Role of a Leadership Team
  • Role of the Principal
  • Developing Learning Communities
  • A Principal's Story
  • Having Productive Conversations
  • 4. Rigor and the Standards for Practice
  • Rigor and Practices
  • A Principal's Story
  • Having Productive Conversations
  • 5. Rigor Related to Classroom Formative Assessment
  • Assessment Types
  • Classroom Formative Assessment
  • Refining Formative Assessment
  • Classroom Formative Assessment
  • Formative Assessment and Intervention
  • Current Learning
  • Effective Intervention
  • Instructional Research
  • Synergy
  • A Principal's Story
  • Having Productive Conversations
  • 6. Rigor and the Proficiency Matrix
  • Organization
  • Progress Toward Rigor
  • Strategy Relationship in the Matrix
  • Classroom Formative Assessment and the Matrix
  • Ms. Edward's Classroom
  • A Principal's Story
  • Having Productive Conversations
  • Part II. Issues and Obstacles
  • 7. Issues to Resolve
  • Issue: Teaching the Identified Content
  • Issue: Deepening Mathematical Understandings
  • Issue: Reaching All Students
  • 8. Obstacles to Success
  • Obstacle: Working in Isolation
  • Obstacle: Attempting to Evaluate People to Change
  • Obstacle: Failing to Monitor Student Actions
  • Obstacle: Over Adoption
  • Obstacle: Mistaken Efforts
  • Understanding MAAT
  • Having Productive Conversations
  • Part III. Solutions
  • 9. Solution Step One: Monitoring Student Actions Related to the Practices
  • Opening Classroom Doors
  • Non-Evaluative Monitoring
  • Starting With Students
  • Teacher Self-Assessment of Student Actions
  • Scenario
  • Having Productive Conversations
  • 10. Solution Step Two: Using Classroom Visit Data-Assessment of Student Actions
  • Conducting Productive Conversations
  • Understanding Change Process
  • Levels of Adoption
  • Intervention as Support
  • Building a Critical Mass
  • Changing the Culture
  • Connecting Actions Chart
  • Having Productive Conversations
  • 11. Solution Step Three: Monitoring Teacher Actions Related to the Practices
  • Using the Classroom Visit Tally - Teachers
  • Conversations About the Data
  • Working on Individual Needs
  • Mathematics Collaborative Log
  • Teacher Planning Guide
  • Having Productive Conversations
  • 12. Solution Step Four: Gathering and Using Additional Data
  • Assessments Collectively
  • Specified Classroom Visits
  • Validity Visits
  • Reverse Visits
  • Teacher Requested Visits
  • Supporting Teachers' Change Efforts
  • Adoption Stages
  • Documenting Progress
  • Completing the Form
  • Having Productive Conversations
  • 13. Solution Step Five: Maintaining Progress Toward Rigor
  • Background
  • Relating Mathematical Rigor and the Practices
  • Inferences from the Standards for Mathematical Practices
  • Rigor as an Outcome
  • Categories
  • Rigor Analysis Form
  • Explanation
  • Directions
  • Guiding the Work
  • Input and Outcomes
  • Having Productive Conversations
  • Part IV. Inputs and Outcomes
  • 14. Teaching for Rigor
  • Inputs
  • Outcomes
  • Teaching for Progress in Rigor
  • Having Productive Conversations
  • 15. Coaching for Rigor
  • Inputs
  • Outcomes
  • Coaching for Progress in Rigor
  • Having Productive Conversations
  • 16. Leading for Rigor
  • Inputs
  • Outcomes
  • Leading for Progress in Rigor
  • Having Productive Conversations
  • Part V. Momentum
  • 17. Linking Responsibilities - Assessing Progress
  • Professional Trust
  • Professional Conversations
  • Supporting Teacher Change
  • Documenting Change
  • Conclusion
  • Having Productive Conversations
  • References
  • Index

Recent Product Reviews:

"This comprehensive, step-by-step guide for enhancing student thinking and reasoning through rigor is yet another major contribution to the field of mathematics education by this outstanding author trio! Hull, Balka, and Harbin Miles tackle the challenges related to rigor head-on, providing support for teachers and teacher leaders through well over a dozen new tools geared toward engaging teacher teams in the work of enhancing student thinking and reasoning through mathematical rigor."
Jon Wray, Mathematics Instructional Facilitator, Howard County Public Schools, NCTM Board of Directors
"The value of this book is in its capacity to explain rigor in the context of teach­ing and learning mathematics. The authors have succeeded in presenting the case for rigor by developing definitions and tools that can be used to find evidence of stu­dent learning including a deep understanding of mathematics as well as the ability to transfer learning into new and challenging situations."
From the Foreword by Suzanne Mitchell

Recommendations