(June 18, 2008) Clearly much of our math instruction is not producing the results we need. Things need to change. But change does not have to mean throwing out everything we know. It does not mean focusing on fixing problems. Kathryn Brown, an IDRA education associate and developer of IDRA’s Math Smart! model, describes how teachers are building on what they know to transform their teaching to better guide and empower student mathematical thinking. She says teachers with the active support of administrators can look at the beauty of the progression of their teaching so that all students have access. Kathy is interviewed by Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity.Send comments to
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IDRA’s Math Smart! Model
IDRA’s Math Smart! presents a shift in mathematical thinking for instructors, that develops the five dimensions of mathematical proficiency using scientifically-based researched strategies.
* Host Bradley Scott, Ph.D., senior IDRA education associate, welcomes guest Kathy Brown, an IDRA education associate and developer of IDRA's Math Smart! model, for a discussion on how teachers are transforming their teaching to better guide and empower student mathematical thinking.
* Kathy introduces the concepts and opportunities of transformational mathematics.
* Kathy uses a math example to illustrate why this transformation shouldn't be viewed as a call for teaching ‘to be fixed,” rather the changes build on what instructors have already been doing in the classroom, and they help lead to new outcomes.
* Kathy talks about systemic changes, including support from communities, parents, and administrators who are part of the mathematical transformation process. She also explains the need to value the teachers’ expertise and voice.
* Kathy emphasizes the importance of risk-taking and experimentation in the classroom as part of preparing students for college.
* Kathy says that the vision for improving student achievement in mathematics needs to be about much more than the number of students passing their state exams.
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(June 18, 2008) Clearly much of our math instruction is not producing the results we need. Things need to change. But change does not have to mean throwing out everything we know. It does not mean focusing on fixing problems.