Craig’s goals for his school are bigger than his team: just eleven teachers and no assistant principal. How did such a small team manage to improve the school’s test scores by a whopping 4.2%—one of the largest positive percentage changes in New York City?

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Schools that get breakthrough results have one thing in common: they expect students to do most of the work themselves. Here are five ways to encourage productive struggle.

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Conceptual understanding is one of three aspects of rigor outlined by the Common Core. It calls for instruction that introduces mathematical concepts, emphasizes sense-making over answer-getting, and builds and refines students’ mathematical schema.

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Rigor in math teaching means focusing with equal intensity on students’ conceptual understanding, procedural fluency, and ability to apply what they know to real-world, problem-solving situations. Rigor doesn’t just mean “harder” or “more difficult.”

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In an interview with ANet, Kimberly Phillips, principal of University Prep Science and Math Elementary, describes how her school creates equity through rich math tasks.

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The harsh reality for many teachers is that students may be several years behind grade-level. Here's a strategy to engage students in grade-level math and fill gaps simultaneously.

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“Rigor” is on every math teacher’s mind these days, and for good reasons. Rigorous teaching is key to improving student learning. At German Gerena Community School, an ANet partner in Springfield, MA, Math ILS Lindsey Lindequist developed an innovative approach to analyzing interim data that promotes rigorous teaching.

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While it can be helpful to “unpack” a math standard into the knowledge, skills, and understanding students need in order to demonstrate mastery, we’ve learned we can’t stop there. We also need to tease out the connections between all the parts of the standard we've unpacked to understand how they work *together* to deepen students’ understanding and skills.

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We’ve created an efficient and effective protocol to guide teachers’ analysis of student work. By organizing student work along a progression of learning, we can identify trends and devise targeted instructional strategies to give students the support they need to be successful

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Nothing students learn in math class is entirely new. Everything’s connected—the challenge is to make sure teachers and students experience math in that way, too.

To help you do that we’ve created guides for four domains within elementary and middle school mathematics. Because if teachers and leaders can see how the standards connect, our students are more likely to, as well.

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We need to flip the way we think about assessments away from the idea that they are only a vehicle for data, and towards the idea that they are powerful instructional resources.

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You’ve probably heard a lot of talk about the greater emphasis that the Common Core is placing on conceptual learning in math. And you’ve probably also heard that teachers are struggling to help their students master the conceptual mathematics content in the Common Core.

Turns out you’ve heard true.

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