Leaders in Mathematics Education Reflect On MAP Classroom Challenges: A Conversation With Eminent Mathematics Educators

Authors

Inverness Research

Purpose

Five nationally recognized mathematics educators served as "Key Classroom Observers" for the Mathematics Assessment Project in the development of their formative assessment lessons known as Classroom Challenges (CCs). These educators' many years of working with students, teachers, school and district administrators, as well as state and national policy makers provided a rich intellectual context for their observations of the Classroom Challenges. Over the 5-year development process, each observed approximately 30 classrooms annually--a total of 750 classroom sessions of first-hand experience with the CCs.

This paper presents these educators' unique perspectives on opportunities the Classroom Challenges afford the math education improvement community. It is organized as a reconstructed conversation between the interviewer and the panel of five experts, the outgrowth of a discussion that occurred in fall 2013. The questions and responses provide their insights and advice for those interested in using MAP Classroom Challenges in their own schools and districts.

Intended Audience

Math Reform Leaders, Foundations, and general public.

Disclaimer

Any and all errors are claimed by the authors of this document, Inverness Research, Inc.

Date published

Jan 2015

Distribution Policy

Inverness Research Inc. grants permission to print and distribute copies.

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