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Published on Dec 6, 2011
For students to be able to perform at top levels in mathematics, the unwavering expectations for them to do so must become a part of the culture of the learning institution. To assist schools in making this cultural shift, this module will focus on assessing the level students are actively engaged in their lessons, the requirements for student communication of mathematical ideas and understandings, and how well students are able to demonstrate procedural fluency and relational understanding. All of which promotes the development of lessons that maintain a high level of rigor and conceptual understanding.
For this to be achieved, teachers must hold high, reasonable expectations for all of their students. All students must be engaged in the learning process, because “Many excellent teachers have discovered that their students can be more successful when they are engaged in the ‘doing’ of mathematics— writing about mathematics, modeling mathematical situations, discussing mathematics, exploring mathematical ideas—rather than watching their teacher do mathematics