Sunday, September 21, 2014

Mathematics in CISD: Philosophy, Guiding Principles, Belief Statements (1 of 3)

This is the first in a series of three blog posts on what we believe about mathematics instruction in Coppell ISD.  Each of the posts will address one of the Guiding Principles and associated Belief Statements.

The following document was drafted and unanimously agreed upon by a committee of mathematics educators in our district for the purpose of improving and ensuring best practices in the classroom.  

Mathematics in CISD: Philosophy, Guiding Principles, Belief Statements


High quality mathematics curriculum and instruction engages hands, minds, and intellect through authentic, active learning that supports each student to achieve personal success.  These learning experiences, assessed through a variety of methods, bridge the concrete and abstract by applying critical thinking skills and problem solving strategies in meaningful and relevant situations.  Through the understanding of mathematical concepts and reasoning, every student will be prepared to communicate effectively using the language of mathematics as a tool to meet future challenges.

Guiding Principle (and Belief Statement) Number 1:

Mathematics instruction is driven by data gained from valid and reliable research-based tools.

Through analysis of a variety of formal and informal assessments, educators develop short and long term goals for learner growth based on patterns in the data.

What this means:

  • Educators intentionally assess learners formally and informally for the purpose of gaining information about learners' understanding.
  • Educators believe all learners can grow in understanding of mathematics.
  • Educators develop short and long term goals for learner growth.
  • Educators consider data gained from formal and informal assessments.
What this does not mean:
  • Educators plan every day of instruction without consideration of learners' understanding.
  • Educators only utilize summative assessment strategies.
  • Educators only utilize one method of assessment.

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