University Preparation Charter School
Our Beliefs About Math Instruction
- all students can learn math to the highest level.
- teachers don’t have to pre-teach math.
- math conversations are important.
- teachers should facilitate discussions by asking open-ended, non-leading questions.
- students should be able to support their answers.
- tasks should be low floor/high ceiling as much as possible
- labs, cycles, and teacher collaboration are important to teacher development.
- errors are valuable.
- assessments are a learning experience.
- student engagement is increased through the use of student choice, relevance, real-world application, and exploration.
- early intervention is critical
- scaffolding should be provided “just in time” not “just in case.”
- teacher practice is always growing and is guided by collaboration, growth mindset, and evidence-based practices.
- any homework assigned by grade level teams should be aligned with our beliefs about mathematics.