Refined Inquiry Topic: The best way to successfully structure and teach a secondary math classroom
1. Peter Liljedahl’s Building Thinking Classrooms in Mathematics
This book provides practical strategies for designing math classes that encourage student reflection and are engaging and cooperative. It shaped my knowledge of how to organize classes to encourage active learning using rich tasks, vertical non-permanent surfaces, and random groups.
2. Jo Boaler’s Mathematical Mindsets
Boaler’s work emphasizes developing a growth mindset to help students overcome math anxiety and see themselves as capable learners. It provided strategies for creating inclusive, structured classrooms where all students can succeed through problem-solving and conceptual understanding.
3. John Hattie’s Visible Learning for Mathematics
Hattie emphasizes instructional strategies that are supported by research and that have the most effects on students' learning outcomes. With the use of this resource, I was able identify high-impact tactics for efficiently organizing math classes, including goal-setting, feedback, and direct instruction.
4. Articles on Classroom Rich Tasks. Foster, C. (2017). “Productive Struggle in Mathematics”. NRICH, University of Cambridge.
The significance of rich assignments that foster constructive struggle and motivate students to dive deeply into difficult mathematical ideas is covered in this essay. It gave examples of exercises and teaching methods that support the organization of a classroom to promote critical thinking, and problem-solving.
5. Educational Journals. Langer-Osuna, J. M., & Esmonde, I. (2017). “Identities, Agency, and Mathematical Authority in Collaborative Mathematics Classrooms”. Mathematics Teacher: Learning and Teaching PK-12, 110(8), 647-655.
This journal article explores how students in collaborative classrooms establish mathematical identities and authority. It helped me better grasp how to organize group projects to encourage fair participation and give students a feeling of agency while also promoting learning.
6. Kaiser, G., & Sriraman, B. (2006). A Global Survey of International Perspectives on Mathematical Modelling in the Secondary Classroom. ZDM – The International Journal on Mathematics Education, 38(3), 302–310.
This journal explores how secondary school math instruction might be made more interesting and relevant by mathematical modelling. It gives me a worldwide viewpoint on how to incorporate real-world applications into classes, which aids in my ability to link abstract ideas with planned out, structured instruction.
7. National Council of Teachers of Mathematics (NCTM). (2013). "Principles to Actions: Ensuring Mathematical Success for All."
This video explains research-based teaching strategies that promote a deep grasp of mathematics and is accessible on both the NCTM website and YouTube. I learned how to design a math classroom with equality in mind, focusing on discourse, reasoning, and procedural fluency.
8. Turner, F., & Rowland, T. (2011). The Knowledge Quartet: A Framework for Reflecting on Mathematical Teaching. Mathematics Teacher Education and Development, 13(1), 84-97.
The "Knowledge Quartet," a framework for evaluating and enhancing math instruction, is presented in this journal article. It provides insightful information on lesson planning, making decisions on the go, and establishing a disciplined learning environment.
---------------
Bibliography
Boaler, J. (2015). Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages, and Innovative Teaching. Jossey-Bass.
Foster, C. (2017). Productive Struggle in Mathematics. NRICH, University of Cambridge. Retrieved from https://nrich.maths.org
Hattie, J., Fisher, D., & Frey, N. (2017). Visible Learning for Mathematics: What Works Best to Optimize Student Learning. Corwin Press.
Kaiser, G., & Sriraman, B. (2006). A global survey of international perspectives on mathematical modelling in the secondary classroom. ZDM – The International Journal on Mathematics Education, 38(3), 302–310.
Langer-Osuna, J. M., & Esmonde, I. (2017). Identities, agency, and mathematical authority in collaborative mathematics classrooms. Mathematics Teacher: Learning and Teaching PK-12, 110(8), 647-655.
Liljedahl, P. (2020). Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning. Corwin Press.
National Council of Teachers of Mathematics (NCTM). (2013). Principles to Actions: Ensuring Mathematical Success for All. [Video]. Retrieved from https://www.nctm.org
Turner, F., & Rowland, T. (2011). The Knowledge Quartet: A framework for reflecting on mathematical teaching. Mathematics Teacher Education and Development, 13(1), 84-97.
