The Mathematics Playbook

John Almarode is a professor of education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. John started as a mathematics and science teacher in Augusta County, Virginia. John has written multiple books, book chapters, papers, and reports. His collaborative work with colleagues on what works best in teaching and learning includes How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press.Kateri Thunder, Ph.D., has the pleasure of collaborating with learners and educators from school divisions and early learning centers around the world to translate research into practice. She has served as an inclusive early childhood educator, an Upward Bound educator, a mathematics specialist, an assistant professor of mathematics education at James Madison University, and Site Director for the Central Virginia Writing Project. Her research, writing, and presentations focus on equity and access in early childhood and mathematics education, as well as the intersection of literacy and mathematics for teaching and learning. Kateri has collaborated with thousands of educators to catalyze change in their classrooms, centers, and schools. She is the chair of NCTM’s Research Committee and co-creator of The Math Diet. Additionally, she is a best-selling author for Corwin’s Teaching Mathematics in the Visible Learning Classroom Series, the Success Criteria Playbook, and Visible Learning in Early Childhood. Michelle Shin, Ed.D., is an educational consultant and brings over 15 years of experience and research to this role. She served as classroom teacher in mathematics and a site administrator in San Diego, California.  She attended the University of California, San Diego, and received her Bachelor’s in Mathematics/Secondary Education and a Master’s Degree in Education.  She also went to San Diego State University, where she wrote her dissertation, “Trust: An Essential Focus for Effective Leadership,” and earned a doctoral degree in Educational Leadership in PreK to 12.  Douglas Fisher is a professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.Nancy Frey is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.

• Module 1: What are the essential elements of mathematics teaching and learning?Module 2: How do I identify the elements of mathematics teaching and learning for my classroom?Module 3: How do I evaluate the inclusion of all aspects of mathematics teaching and learning into my classroom?Module 4: What is a mathematics learner, and what makes a mathematics learner in my classroom?Module 5: What is an engaged mathematics learner?Module 6: What are the misalignments, misconceptions, and missed opportunities in mathematical learning and engagement?Module 7: What are the characteristics of a rigorous mathematics task?Module 8: How do I facilitate math talk in my classroom?Module 9: How do I implement worked examples into my classroom?Module 10: How do I scaffold mathematics tasks in my classroom?Module 11: How do I integrate deliberate practice into my classroom?Module 12: How do I generate evidence of and for learning in my classroom?Module 13: How do I notice the evidence in my classroom?Module 14: What is the role of feedback in my classroom?Module 15: How do I develop self-regulated mathematics learners?