The Math Pact, Elementary: Achieving Instructional Coherence Within and Across Grades

A schoolwide solution for mathematics success!

When "rules" seem to change from year to year, mathematics can seem like a disconnected mystery for students. Clear up the confusion with a Mathematics Whole-School Agreement! Expanded from the highly popular "Rules that Expire" series of NCTM articles, this essential guide leads educators through the collaborative step-by-step process of establishing a coherent and consistent learner-centered and equitable approach to mathematics instruction. You'll learn to avoid "rules that expire"--tricks that may seem to help students in one grade but hurt in the long run. Features include

- Abundant grade-specific examples - Effective working plans for sustainability - Barrier-busting tips, to-dos, and try-it-outs - PLC prompts and discussion points


Author: Karen S. Karp, Barbara J. Dougherty, Sarah B. Bush
Publisher: Corwin Publishers
Published: 10/14/2020
Pages: 208
Binding Type: Paperback
Weight: 0.95lbs
Size: 9.80h x 6.80w x 0.60d
ISBN: 9781544399485

About the Author
Karp, Karen S.: - Karen S. Karp is a professor in the School of Education at Johns Hopkins University. Previously, she was a professor of mathematics education in the Department of Early and Elementary Childhood Education at the University of Louisville, where she received the President's Distinguished Teaching Award and the Distinguished Service Award for a Career of Service. She is a former member of the board of directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators (AMTE). She is a member of the author panel for the What Works Clearinghouse Practice Guide on assisting elementary school students who have difficulty learning mathematics for the U.S. Department of Education Institute of Educational Sciences. She is the author or coauthor of approximately 20 book chapters, 50 articles, and 30 books, including Elementary and Middle School Mathematics: Teaching Developmentally, Developing Essential Understanding of Addition and Subtraction for Teaching Mathematics, and Inspiring Girls to Think Mathematically. She holds teaching certifications in elementary education, secondary mathematics, and K-12 special education.
Dougherty, Barbara J.: - Barbara J. Dougherty is the Director of the Curriculum Research & Development Group and professor in the College of Education at the University of Hawai'i. She is a former member of the Board of Directors of the National Council of Teachers of Mathematics (NCTM). She serves on the author panel for the What Works Clearinghouse Practice Guide on assisting elementary school students who have difficulty learning mathematics for the U.S. Department of Education Institute of Educational Sciences. She is the author or co-author of approximately 22 book chapters, 28 articles, and 35 books, including B^Hold Explorations to Promote Algebraic Reasoning. Her research, funded by more than $11.5M in grants, emphasizes supporting students who struggle in middle and high school with a focus on algebra. She holds teaching certifications in middle and high school mathematics, and K-12 special education (SLD).
Bush, Sarah B.: - Sarah B. Bush is an Associate Professor of K-12 STEM Education and the program coordinator of the mathematics education track of the PhD in education at the University of Central Florida in Orlando, FL. She received her doctorate in Curriculum and Instruction with a specialization in Mathematics Education from the University of Louisville. Since 2010, Dr. Bush's productivity includes 1.8+ million dollars in externally funded projects, 9 peer-reviewed published books, 70+ peer-reviewed publications published or in-press, and 100+ peer-reviewed and invited international, national, regional, and state presentations. She is actively involved in the National Council of Teachers of Mathematics, currently serving as an elected member of the Board of Directors (2019-2022). Her scholarship and research focuses on deepening student and teacher understanding of mathematics through transdisciplinary STE(A)M problem-based inquiry and mathematics, science, and STE(A)M education professional development effectiveness. She seamlessly integrates her practical experience as a middle school mathematics teacher in public schools with her innovative STE(A)M scholarship to serve as an instructional leader in the field of mathematics education and STE(A)M education.