Criteria for Strategies
The Development of the strategies included within this framework:
The Numeracy Committee wanted to be deliberate about the high leverage strategies included in this framework. A variety of strategies from Boaler (2016), Small (2012) and van de Walle (2004) were examined to determine what they might have in common. As a result, a list of criteria for selecting high leverage strategies was developed.
The strategy must:
- measure deep conceptual learning
- connect to previous knowledge and skills
- have multiple entry points (low floor/high ceiling)
- allow for extension and elaboration
- allow for multple paths to the solution – concrete, pictorial, symbolic
- be backed by research
- promote reasoning and justification
- connect to the verb and the directing words of the outcome(s) in the math program of studies
Our Professional Learning Communities (PLC’s) will test the strategy and provide feedback in regards to their students’ responses to it.
Strategies vs Models
Read more about the differences between strategies and models.
Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages, and innovative teaching. Jossey-Bass & Pfeiffer.
Small, M. (2021). Good questions: great ways to differentiate mathematics instruction. 2nd ed. Teachers College Press.
Van de Walle, J. A. (2004). Elementary and middle school mathematics: teaching developmentally. 5th ed. Pearson/Allyn and Bacon.