Choosing a Primary Resource for Instruction

huntRoseMary Hunt

Math Teacher, Turtle Lake Elementary, Shoreview

Math Instructional Coach, Mounds View Schools

MCTM Region 4 Director

The term “primary resource” for many would be the “curriculum” used to guide instruction.  For the district in which I teach, our curriculum is the set of MN standards for math; our “primary resource” is the text (or other platform) teachers use to guide instruction on the standards and benchmarks. This school year, we are working through phase 1 of implementation of the newest edition of our current resource.  Four different grade level teams are using the new edition in math classrooms.  

In an article from Teaching and Learning Mathematics Translating Research for Elementary School Teachers, (“The Role of Curricular Materials in Elementary Schools Mathematics Classrooms”) MaryKay Stein and Margaret Smith identify three items to consider: 1) the mathematics we want our students to learn; 2) support for teacher learning in the materials; and 3) commitment by the district to support  teacher learning.  With the plethora of resources available now, both in print and online, consideration should be given to not only what is taught but how it is taught as well. (p.61)

  • What to learn/how to learn it.  There seems to be two schools of thought on this: standards-based curricula and conventional texts. The former focuses on conceptual understanding of mathematics; the latter on skill and practice.  Students using a more conceptual approach performed better on problem solving tasks. (p.62)
  • Support for teacher learning.  Resources that are more procedural require less learning for teachers. In those that are more conceptual based, teachers need to “understand how students are making sense of the problems, and to align student’s ideas and approaches with the goal of the lesson.” (p.63) Teachers need a deeper understanding of the mathematics to help students be successful.
  • District’s support for teacher learning. Districts and schools need to determine the extent to which they are able and willing to support teachers in the implementation of a new resource. Regular professional development is necessary in the adoption of a standards based curriculum. (p.64)

Back to my district’s venture. Four teams were identified to use the new edition of our current resource.  District and principals agreed to support teachers with professional development hours which include time with a representative from the publisher, time to collaborate within the grade level team.  Many of our teachers have taken AFT’s “Thinking Math” courses. The focus for a long time has been on conceptual learning and problem solving, which is already present in the current edition of the resource.  

In addition, teams are completing a review of the new edition for the district. Categories in the Math Resource Review include:

  • General Overview–resources for implementation; organization; accuracy
  • Presentation of concepts–depth of knowledge; complexity; engaging tasks
  • Support student learning–standards addressed in multiple places; extensions; re-learning opportunities
  • Content is balanced–conceptual and procedural; connections between the two; concrete to abstract
  • Mathematical practices embedded–modeling; multiple strategies; reasoning
  • Communicating mathematics–writing; speaking; connections; multiple entry points
  • Resources support teacher planning
  • Content reflects how students learn–support for ELs, high performing students, middle students, students needing more support; meets a variety of learning styles
  • Technology–online resources for teachers and students; tech works with district systems
  • Strengths and Weaknesses

Our next steps will be to bring on more grade level teams next year; and finally more (or all) the following year. It is an exciting time to be re-energized!