What Does Effective Mathematics Instruction Look Like?

Children are involved actively in the study of mathematics: They are doing tasks that involve investigation, application and interpretation. They are talking about and writing explanations for their mathematical reasoning.

Children sometimes are working with one another: They sometimes collaborate to make discoveries, draw conclusions and discuss mathematical concepts and operations.

Children are striving to achieve high standards and are assessed regularly to determine their progress: The No Child Left Behind Act of 2001 (NCLB) calls for all children to be taught math by teachers who have the training needed to teach effectively, using curricula that are grounded in scientifically based research. The law requires annual math assessments of students in grades 3-8 according to state-defined standards and dissemination of the results to parents, teachers, principals and others. Curriculum based on state standards should be taught in the classroom; thus assessment would be aligned with instruction. In addition to assessments required by NCLB, teachers are using many different ways to determine if children know and understand mathematics concepts. Some of these ways are open-ended questions in which a student writes out the steps - or thought processes - used in solving a math problem; independent projects; and other written tests.

Children are learning to use calculators appropriately: They are using calculators not as crutches but as tools for performing operations with large numbers. Use of a calculator will not replace a thorough knowledge of basic mathematical operations.

Children are using computers appropriately: They are using computers to run software that poses interesting problem situations that would not be available to them without the use of technology.