Developing Mathematics
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Developing Mathematics Learning Communities Focusing on Student Work NCTM Regional Conference Baltimore, 2010. Dona T. Apple Research and Mathematics Staff Development, Senior Consultant [email protected] Wendy Pelletier Cleaves Mathematics Coordinator [email protected]

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Dona t apple research and mathematics staff development senior consultant dapple11 comcast

Developing Mathematics Learning Communities Focusing on Student WorkNCTM Regional ConferenceBaltimore, 2010

Dona T. Apple

Research and Mathematics Staff Development, Senior Consultant

[email protected]

Wendy Pelletier Cleaves

Mathematics Coordinator

[email protected]

Regional Science Resource Center

University of Massachusetts Medical School


What is an mlc

What is an MLC?

Content-specific Professional Learning Community

Authentic discussions about how children learn mathematics

Collegial discussions that deepen teachers’ knowledge of content and pedagogy


Research base and resources

Research Base and Resources

“Research on Teacher Preparation and Professional Development,” Grover Whitehurst

“Instructional Policy and Classroom Performance: Mathematics Reform in California,” David Cohen and Heather Hill

“Form and Substance in Mathematics and Science Professional Development,” Mary Kennedy

Designing PD for Teachers of Science and Mathematics, Loucks-Horsley, Love, Stiles, Mundry, Hewson

Learning by Doing: A Handbook for Professional Learning Communities at Work, Dufour, Dufour, Eaker, Many

The Fifth Discipline: The Art and Practice of the Learning Organization, Peter Senge


Reasons for examining student work

Reasons for Examining Student Work

Give students a grade

Design or revise a task

Redirect instruction

Deepen understanding of how students think about mathematics

Deepen personal understanding of mathematics


Goals of an mlc

Goals of an MLC

Form a collaborative learning community that focuses on student learning

Understand new content in a deeper, more conceptual way

Closely examine student work and formative assessments in order to determine progress and instructional needs

Reflect on classroom practice, share strategies, discuss best practices, and expand professional expertise


Mlc session format

MLC Session Format

Mathematical background

Math metacognition

Looking at student work

Reflecting on learning

Feedback and wrap up


Session 7 math metacognition

Session 7: Math Metacognition

39 x 22

325 x 12


Session 7 lasw problem

Session 7: LASW Problem

Read the problem and discuss what it is assessing:

(20 + 4)(30 + 5)

Write a word problem that represents this expression.

Solve the problem and show your work.


Mlc protocol for lasw

MLC Protocol for LASW

Read the problem and discuss what it is assessing

Solve the problem individually

Share your thinking with a partner

Discuss the mathematics of the problem as a whole group

Look at how students solved the same problem

Identify evidence of understanding by using guiding questions

Discuss evidence of student understanding as a whole group


Mlc content

MLC Content


Professional learning purposeful and transformative

Professional Learning: Purposeful and Transformative

“Believing in students and the intentions of their effort is an essential part of examining student work.” -Kelemanik

No matter how flawed, it will provide a

lens into mathematical thinking and

understanding that might otherwise

remain invisible.


Contact information

Contact Information

MLC Facilitator Training for your school or district:

Wendy Cleaves, Math Coordinator

Regional Science Resource Center

University of Massachusetts Medical School

(508) 856-5348

[email protected]


Mlc materials online

MLC Materials Online

To view and download session notes, mathematical tasks, student work samples, and guiding questions templates, visit:

www.doe.mass.edu/omste/instructional.html


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