Getting Started
Additional Info
Welcome
Getting To Know You
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Welcome
Getting To Know You
Home
Welcome
Additional Info
Welcome to Teaching Mathematics Through Inquiry and Sense-Making. In this course you will work with a sequence of lessons that you plan to teach. These lessons may come from your current curriculum materials or from lessons you have designed yourself. Participants may:
- work with a sequence of lessons from a unit
- apply course ideas across the sequence as they analyze tasks, facilitate discussion, study student thinking, and revise instruction
- use a lesson directly from a published curriculum and adapt it to strengthen reasoning, discussion, and sense-making
If you do not currently have a classroom, you may:
- revise a previously taught lesson
- design a lesson for a future teaching context
- analyze provided student work samples
Throughout the course you will:
- anticipate student strategies
- facilitate discussion
- analyze student thinking
- revise instruction
Getting To Know You
Getting To Know You
Home
Welcome
Additional Info
Please introduce yourself to the group by sharing the following:
- your name and teaching context (grade level, subject, and school setting)
- the mathematics curriculum or materials you currently use (for example, Illustrative Mathematics, Eureka, EnVision, or self-designed lessons)
- one type of math lesson or concept you will likely focus on during this course
- one challenge you experience when facilitating student reasoning or mathematical discussion in your classroom
Participants are encouraged to respond to at least two peers by discussing:
- one connection you see between their teaching context and your own
- one question you have about how they facilitate mathematical discussions
- one idea or strategy that might support student reasoning in their classroom
The goal of this discussion is to begin building a learning community where participants can share ideas about teaching mathematics through inquiry, reasoning, and discussion.
Share on this Padlet:
Additional Info
Getting To Know You
Home
Welcome
Additional Info
What Participants Will Produce
Working with Your Own Lessons
Teacher Decision Log
Instructional Routines Used in This Course
Three Reads Protocol
Classroom Look-Fors
Equity and Participation
Equity and Participation
Inquiry-based mathematics instruction supports equitable participation by creating opportunities for all students to contribute ideas, represent their thinking, and engage in mathematical reasoning. When lessons emphasize reasoning, discussion, and multiple representations, students with different strengths and experiences have meaningful opportunities to participate in mathematical learning. Participants will consider how lesson design, questioning, and discussion structures can support inclusive and equitable mathematics learning environments.
Classroom Look-Fors
When implementing lessons during the course, participants observe the following: Student Thinking
- Are students using multiple strategies?
- Are students explaining their reasoning?
- Are students using representations (diagrams, models, tables, equations) to communicate their thinking?
Mathematical Discussion
- Are students responding to peers' ideas?
- Are students comparing different strategies?
Teacher Moves
- Are questions pressing students to explain their reasoning?
- Is student thinking guiding the discussion?
These observations help participants reflect on how instruction influences mathematical thinking.
Working with Your Own Lessons
Participants will work with a lesson or short sequence of lessons (2–3 lessons) from their own teaching context. This lesson may come from:
- a published curriculum (e.g., Illustrative Mathematics, Eureka, EnVision, or another program)
- a lesson participants have designed themselves
Participants are not expected to replace their curriculum. Instead, they will work with the lessons they already use and analyze how those lessons can be adapted or enhanced to strengthen:
- opportunities for student reasoning
- mathematical discussion
- analysis of student thinking
- instructional decisions based on student responses
Three Reads Protocol
Students read a problem multiple times to deepen understanding.
- First Read: Understand the situation described in the problem.
- Second Read: Identify quantities, relationships, and important information.
- Third Read: Determine the mathematical question and plan a strategy.
These routines help promote student reasoning, participation, and mathematical discussion.
Teacher Decision Log
Throughout the course, participants will maintain a Teacher Decision Log to document instructional choices made during lessons. After implementing each lesson participants briefly record:
- what mathematical idea students were exploring
- what strategies students used
- what misconception or challenge appeared
- what question helped deepen student thinking
- one instructional decision they made during the lesson
- one change they would make in the next lesson
The purpose of the log is to help participants reflect on how student thinking influences instructional decisions. Entries from the Teacher Decision Log will be included as part of the final course artifact.
Instructional Routines Used in This Course
Participants may use the following instructional routines when implementing lessons:
- Notice and Wonder
- Students observe a mathematical situation and share what they notice and what they wonder.
- Turn and Talk
- Students briefly discuss their thinking with a partner before sharing ideas with the class.
- Strategy Share
- Students present different approaches to solving a problem.
- Agree/Disagree
- Students respond to another student's strategy by explaining whether they agree or disagree and why.
What Participants Will Produce
By the end of the course, participants will create an Inquiry-Based Mathematics Lesson Portfolio that includes:
- a lesson or short sequence of 2–3 lessons analyzed, implemented, and revised during the course
- anticipated student strategies and misconceptions
- discussion questions designed to support mathematical reasoning
- examples of student work or notes on student strategies
- a revised lesson plan or lesson sequence
- entries from the Teacher Decision Log documenting instructional decisions
This portfolio demonstrates how participants strengthened instruction to better support mathematical reasoning and student thinking. For participants using a published curriculum, the portfolio will show how an existing lesson was analyzed, adapted, implemented, and refined.
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Transcript
Getting Started
Additional Info
Welcome
Getting To Know You
Click the above icons to get started
Welcome
Getting To Know You
Home
Welcome
Additional Info
Welcome to Teaching Mathematics Through Inquiry and Sense-Making. In this course you will work with a sequence of lessons that you plan to teach. These lessons may come from your current curriculum materials or from lessons you have designed yourself. Participants may:
- work with a sequence of lessons from a unit
- apply course ideas across the sequence as they analyze tasks, facilitate discussion, study student thinking, and revise instruction
- use a lesson directly from a published curriculum and adapt it to strengthen reasoning, discussion, and sense-making
If you do not currently have a classroom, you may:- revise a previously taught lesson
- design a lesson for a future teaching context
- analyze provided student work samples
Throughout the course you will:Getting To Know You
Getting To Know You
Home
Welcome
Additional Info
Please introduce yourself to the group by sharing the following:
- your name and teaching context (grade level, subject, and school setting)
- the mathematics curriculum or materials you currently use (for example, Illustrative Mathematics, Eureka, EnVision, or self-designed lessons)
- one type of math lesson or concept you will likely focus on during this course
- one challenge you experience when facilitating student reasoning or mathematical discussion in your classroom
Participants are encouraged to respond to at least two peers by discussing:- one connection you see between their teaching context and your own
- one question you have about how they facilitate mathematical discussions
- one idea or strategy that might support student reasoning in their classroom
The goal of this discussion is to begin building a learning community where participants can share ideas about teaching mathematics through inquiry, reasoning, and discussion.Share on this Padlet:
Additional Info
Getting To Know You
Home
Welcome
Additional Info
What Participants Will Produce
Working with Your Own Lessons
Teacher Decision Log
Instructional Routines Used in This Course
Three Reads Protocol
Classroom Look-Fors
Equity and Participation
Equity and Participation
Inquiry-based mathematics instruction supports equitable participation by creating opportunities for all students to contribute ideas, represent their thinking, and engage in mathematical reasoning. When lessons emphasize reasoning, discussion, and multiple representations, students with different strengths and experiences have meaningful opportunities to participate in mathematical learning. Participants will consider how lesson design, questioning, and discussion structures can support inclusive and equitable mathematics learning environments.
Classroom Look-Fors
When implementing lessons during the course, participants observe the following: Student Thinking
- Are students using multiple strategies?
- Are students explaining their reasoning?
- Are students using representations (diagrams, models, tables, equations) to communicate their thinking?
Mathematical Discussion- Are students responding to peers' ideas?
- Are students comparing different strategies?
Teacher Moves- Are questions pressing students to explain their reasoning?
- Is student thinking guiding the discussion?
These observations help participants reflect on how instruction influences mathematical thinking.Working with Your Own Lessons
Participants will work with a lesson or short sequence of lessons (2–3 lessons) from their own teaching context. This lesson may come from:
- a published curriculum (e.g., Illustrative Mathematics, Eureka, EnVision, or another program)
- a lesson participants have designed themselves
Participants are not expected to replace their curriculum. Instead, they will work with the lessons they already use and analyze how those lessons can be adapted or enhanced to strengthen:Three Reads Protocol
Students read a problem multiple times to deepen understanding.
- First Read: Understand the situation described in the problem.
- Second Read: Identify quantities, relationships, and important information.
- Third Read: Determine the mathematical question and plan a strategy.
These routines help promote student reasoning, participation, and mathematical discussion.Teacher Decision Log
Throughout the course, participants will maintain a Teacher Decision Log to document instructional choices made during lessons. After implementing each lesson participants briefly record:
- what mathematical idea students were exploring
- what strategies students used
- what misconception or challenge appeared
- what question helped deepen student thinking
- one instructional decision they made during the lesson
- one change they would make in the next lesson
The purpose of the log is to help participants reflect on how student thinking influences instructional decisions. Entries from the Teacher Decision Log will be included as part of the final course artifact.Instructional Routines Used in This Course
Participants may use the following instructional routines when implementing lessons:
What Participants Will Produce
By the end of the course, participants will create an Inquiry-Based Mathematics Lesson Portfolio that includes:
- a lesson or short sequence of 2–3 lessons analyzed, implemented, and revised during the course
- anticipated student strategies and misconceptions
- discussion questions designed to support mathematical reasoning
- examples of student work or notes on student strategies
- a revised lesson plan or lesson sequence
- entries from the Teacher Decision Log documenting instructional decisions
This portfolio demonstrates how participants strengthened instruction to better support mathematical reasoning and student thinking. For participants using a published curriculum, the portfolio will show how an existing lesson was analyzed, adapted, implemented, and refined.