The Focus

The Ventura County Mathematics Council is an affiliate of the California Mathematics Council (CMC) and the National Council of Teachers of Mathematics (NCTM). We serve educators in Ventura County and surrounding areas by conducting meetings, professional development and activities where ideas can be shared and networks formed.

Photo Credit: Felix Cortez

The new framework not only has an entire chapter dedicated to why and how to build number sense but practical examples for each grade level as well!

This chart in chapter 3 allows us to see the progression of number sense throughout each grade level. According to the framework, "these ideas can provide guidance for teachers as they seek to develop their students’ robust understanding of numbers and help them maintain focus on important learning" (Chapter 3, page 7 of the 2023 Draft Framework).

Figure 3.1 Big Ideas to Be Presented in Each Grade-Level Band

from the revised draft of the California Mathematics Framework, Chapter 3 page 8

Find example activities in your grade level band chapter!

Chapter 6: TK - 5

Chapter 7: 6-8

Chapter 8: 9-12

Hello everyone! My name is Jeff Linder and I have been an elementary teacher for 10 years and a math coach for 12 years. I am currently the math specialist / math coach for Montecito Union School in Santa Barbara. Previously, I was a teacher in the Rio School District for 11 years. I also serve as the Assistant Director of the UCSB Math Project. About 20 years ago, I attended my first VCMC Mini Conference and a few years later I got my first opportunity to present. Now I have the privilege of being one of the conferences co-chairs where I get to help highlight the amazing teaching and teachers from around Ventura County.

Contact Me:

jlinder@montecitou.org

Equitable teaching practices are crucial in education as they promote fairness, inclusivity, and academic success for ALL students. They recognize that every student is unique and may face varying challenges, strengths, and backgrounds. By tailoring instruction to meet diverse needs, equitable teaching ensures that no student is left behind.

Equitable teaching fosters a positive learning environment where students feel respected, valued, and safe, thus enhancing their engagement and motivation. It empowers students to develop critical thinking, problem-solving skills, and a deeper understanding of complex topics. Moreover, it prepares them for a diverse world where empathy, collaboration, and cultural competence are essential.

1. Will ALL my students be able to relate to the context of this lesson?

2. Does my lesson take an asset-based approach to highlight the strengths diverse learners bring to the classroom?

3. Does my lesson tell the stories of diverse cultures and communities?

4. Do I have a low enough floor that ALL learners can access the lesson?

5. Do I have a high ceiling to expose ALL students to high quality math instruction?

6. Are there any vocabulary words I need to define for my students?

7. Are there any remedial skills my students are missing in order to successfully complete this activity? If yes, do I need to completely change the activity or how can I help my students get around/through this barrier?

8. Do I need to add any translations or language frames to support my Multilingual Learners?

9. Do I need to add any ADA accommodations?

Making sense… It could be argued that the center of the 2023 math framework is sense making. When our students enter our classrooms, they bring with them their own internal universe of experiences, values, and understandings of the world. Connecting with that universe and empowering students to build constructs of their own design is the basis of long lasting understandings (really the only basis!) The framework encourages teachers to give students the space to express their understandings in their own ways, making powerful connections that last. What’s so inspiring to me is that when we recognize and respect the sense-making terrain that each student brings to us, we are also teaching toward equity, another focus of the framework. True sense making inherently respects the values, assets, and experiences of our students as individuals. Here’s to a world where our students have the opportunity to be truly valued for who they are and have truly equitable access to math education.