Mathematics Design Collaborative
Engaging students so they get the hows and whys of math

Mathematics Design Collaborative

The Mathematics Design Collaborative provides teachers not with a math curriculum but with teaching tools called formative assessment lessons — to help them know if their students truly understand the college- and career-readiness math standards they have been taught. Teachers learn to adapt assignments to embed the standards and engage students so that they understand not only the hows of math, but also the whys.

Making Mathematics Matter

MDC uses formative assessment lessons and questions to check students’ math understanding and correct common misunderstandings. Rather than showing them predetermined steps to find an answer, teachers support students in a productive struggle to solve problems. Students participate in individual and group learning activities as they build their confidence and take ownership for their learning. The result: students build fluency with their procedural skills and deepen their mathematical reasoning and understanding.

Formative Assessment Lessons

The underlying strategy is to enable students to understand math concepts and how to put them to use – learning that is often lost when individual procedural skills are the only focus of teaching. FALs follow a common structure:

  1. Teachers give students an initial assessment task. This gives teachers a sense of their students’ grasp of the math skills and concepts.
  2. Students immerse themselves in the assessment task through collaborative activities. They work in small groups, engage in discussion and learn from one another. Teachers ask feedback questions to move students forward as they unravel the problems – but they do not give them step-by-step procedures to solve them.
  3. A whole-class discussion pulls the lesson together, strengthening students’ understanding of the math concepts and allowing teachers deeper insights into their students’ learning gaps. Teachers provide structure and feedback for students to discuss the mathematics and allow students to learn from one another.
  4. Students return to the initial task to redo the assessment. They apply what they have learned, and students’ work provides teachers feedback on the effectiveness of the instruction.

Blog post Dave Raney, SREB Chief Editor

Not Made for Math? Think Again
How to Turn Every Student Into a Math Person

Adrienne Dumas has heard it from kids for years, like so many teachers and parents: “I just don’t have a math brain.”

A math teacher at Northwest Rankin High School in Flowood, Mississippi, Dumas disagrees, and with good reason — her Algebra 1 and geometry students have a 100 percent passing rate for the past three years on the state test. Dumas and other teachers offer their tips for math success in a recent SREB High Schools That Work newsletter.

Publication March 2018 80 pages (18V04)
Report cover: Making Math Matter

Making Math Matter
High-Quality Assignments That Help Students Solve Problems and Own Their Learning

This report presents results of teacher and student surveys on how powerful Mathematics Design Collaborative practices are shifting how teachers teach. It also summarizes student achievement data from schools using the strategies in four states. In vignettes and testimonials, teachers who completed SREB professional development on MDC share how they have grown as teachers and how their students’ understanding of math concepts has improved.

Blog post David Raney, SREB Chief Editor

Math Classroom Strategies Steal the Show

Joy Hofmeister, Oklahoma State Superintendent of Schools, visited Moore High School in December to look at its technology program. And she did, but she also got a pleasant surprise when principal Mike Coyle showed her to an Algebra 2 classroom.

Mathematics department chair Nancy Nix reported that the superintendent was “blown away by the level of student engagement and mathematical discourse.”

Stacey Irvin

Principal is Key for Math Teachers’ Professional Development

The role of the administrator — attending professional development sessions with teachers and principals and participating in classroom observations and coaching visits — is critical to the successful implementation of the Mathematics Design Collaborative. To support teachers, leadership must understand math achievement gaps in students and the classroom process that teachers are taught to address the gaps.


Texas Alignment
Rice University School Mathematics Project Endorses Formative Assessment Lessons From the Mathematics Assessment Project

Alignment With Texas Standards

The Southern Regional Education Board (SREB) engaged the Rice University School of Mathematics Project to validate 100 formative assessment lessons for alignment with the TEKS (Texas Essential Knowledge and Skills) and grade level for which the lessons are appropriate. These lessons were developed by the Mathematics Assessment Project to align with new state college- and career-readiness standards.

Publication Gene BottomsDecember 201554 pages(14V10-R15)

Students Step Up When Teachers and Leaders Transform Classrooms
Literacy Design Collaborative and Mathematics Design Collaborative

This publication describes how schools and teachers are using literacy and math strategies to engage students and prepare them for college and careers. Teachers and school leaders give first-hand accounts of their classroom experiences and share data on student achievement.