{"id":2847,"date":"2025-05-13T08:28:34","date_gmt":"2025-05-13T15:28:34","guid":{"rendered":"https:\/\/theothermath.com\/?p=2847"},"modified":"2025-05-13T08:28:34","modified_gmt":"2025-05-13T15:28:34","slug":"a-roadmap-for-improving-math-instruction","status":"publish","type":"post","link":"https:\/\/theothermath.com\/index.php\/2025\/05\/13\/a-roadmap-for-improving-math-instruction\/","title":{"rendered":"A roadmap for improving math instruction"},"content":{"rendered":"

In this time of state testing, many educators are focusing on how to improve their math scores\u2026and rightly so. Rather than focusing on improving scores, let’s focus on improving mathematics instruction. The scores will take care of themselves.<\/span><\/p>\n

So\u2026how do we improve math instruction?<\/span><\/p>\n

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In this blog, I’ll share the six steps for improving math instruction in your school district or at your school site.<\/span><\/p>\n

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  1. High expectations<\/span><\/li>\n
  2. Ambitious mathematics instruction<\/span><\/li>\n
  3. Sustained and on-going mathematics professional learning for teachers and administrators<\/span><\/li>\n
  4. Common assessments at the chapter level<\/span><\/li>\n
  5. Strategic intervention system<\/span><\/li>\n
  6. Establishing an accountability plan<\/span><\/li>\n<\/ol>\n

     <\/p>\n

    High expectations<\/span><\/h1>\n

    When teachers hold high expectations for their students, it significantly enhances student achievement and engagement.\u00a0The Opportunity Myth<\/span>\u00a0(TNTP, 2018) highlights that many students are not given access to grade-level content, despite meeting classroom expectations, which limits their potential. When educators challenge students with rigorous material and believe in their ability to succeed, students demonstrate greater academic growth. Similarly, John Hattie’s meta-analyses (2009) show that teacher expectations have an effect size of 0.43, indicating a substantial impact on student learning. High expectations foster a culture of perseverance, self-efficacy, and deeper learning, ultimately preparing students for long-term success. When teachers’ high expectations for their students is paired with the teacher’s own sense of self efficacy, the effect size jumps to an astounding 1.57!<\/span><\/p>\n

    Also in The Opportunity Myth, teachers with high expectations of their students are more likely to provide for their students access to grade-appropriate assignments, strong instruction, deep engagement, and high expectations. As a result, these students made significant academic gains, with those starting behind catching up at over five times the rate of their peers who did not receive such opportunities.<\/span><\/p>\n

    High expectations matter.<\/span><\/p>\n

     <\/p>\n

    Ambitious instruction<\/span><\/h1>\n

    Defining what ambitious math instruction looks like in the classroom is essential to ensuring that all students engage in meaningful, rigorous mathematical learning. Cobb and Jackson (2011) emphasize that ambitious mathematics instruction goes beyond procedural fluency, focusing on deep conceptual understanding, reasoning, and problem-solving through student discourse and exploration.<\/span><\/p>\n

    The MCOE Math Team defines ambitious instruction through our\u00a0Math Hierarchy of Needs framework<\/a><\/span>.<\/span><\/p>\n

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    In the same way that Maslow\u2019s Hierarchy of Needs is a roadmap for how a person might experience the joy of experiencing self-actualization, with needs lower down in the hierarchy being satisfied before individuals can attend to needs higher up, the Math Hierarchy of Needs is a roadmap for how teachers and leaders might guide students towards becoming mathematically literate humans.<\/span><\/p>\n

    Ambitious math instruction requires satisfying students’ needs at each and every level. It is the role and responsibility of school districts to ensure that all five levels occur in each and every classroom.<\/span><\/p>\n

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    1. Material Needs:<\/strong> Teachers with math knowledge for teaching, essential standards, curriculum, math tools<\/span><\/li>\n<\/ol>\n