Realizing Rigor in the Mathematics Classroom
- Ted H. Hull - Educational Consultant, Texas
- Ruth Harbin Miles - Mary Baldwin College, VA
- Don S. Balka - Saint Mary's College, Notre Dame, IN
Foreword by Suzanne Mitchell
Rigor put within reach!
Rigor: Everyone is talking about it, and now the Common Core has made it policy. But how exactly do you design a math classroom where achieving that goal is guaranteed? This first-of-its-kind guidebook will help teachers and leaders across the grades make that goal a reality. You’ll not only come to understand once and for all what rigor is, you’ll also learn how to consistently apply that ideal from math classroom to math classroom.
Using their Proficiency Matrix as a framework, Hull, Harbin Miles, and Balka offer proven strategies for successful implementation of the CCSS mathematical practices—with practical tools you can use right away. Whether working individually or as part of a team, you’ll learn how to
- Define rigor in the context of each mathematical practice
- Identify and overcome potential issues and obstacles, including differentiating instruction, monitoring classrooms, and using data
- Relate specific roles and goals for students, teachers, math leaders, school leaders, and collaborative teams
- Use assessment tools to guide work and monitor progress
With action checklists and record sheets, self-assessments, a teacher planning guide, and much more, this is the only resource you need to guide your team to rigor—and your students to achievement.
"This comprehensive, step-by-step guide for enhancing student thinking and reasoning through rigor is yet another major contribution to the field of mathematics education by this outstanding author trio! Hull, Balka, and Harbin Miles tackle the challenges related to rigor head-on, providing support for teachers and teacher leaders through well over a dozen new tools geared toward engaging teacher teams in the work of enhancing student thinking and reasoning through mathematical rigor."
"The value of this book is in its capacity to explain rigor in the context of teaching and learning mathematics. The authors have succeeded in presenting the case for rigor by developing definitions and tools that can be used to find evidence of student learning including a deep understanding of mathematics as well as the ability to transfer learning into new and challenging situations."
