Publications,
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NCTM Advocacy and Publications

• The National Council of Teachers of Mathematics home page at https://www.nctm.org/ 

• NCTM's "Position Statements" at https://www.nctm.org/Advocacy/Features/Advocacy/Home/ 

  • 2025 NCTM "Changing the Professional Culture of Teaching Mathematics" webpage and PDF 

  • 2025 NCTM "Open Educational Resources in Mathematics Education" webpage and PDF 

  • 2022 NCTM "The Role of Elementary Mathematics Specialists in the Teaching and Learning of Mathematics" webpage 

  • 2023 NCTM "Procedural Fluency in Mathematics" webpage and PDF 

  • 2014 NCTM "Access and Equity in Mathematics Education" webpage and PDF 

  • 2013 NCTM "Teacher Mentorship" webpage and PDF 

• NCTM's "Advocacy Toolkit" at https://www.nctm.org/Advocacy/Features/Advocacy/Home/ 

• NCTM's homepage for the 10th Anniversary Publication of "Principles to Action" at https://www.nctm.org/PtA/ 

  • Read NCTM's "Principles to Action Executive Summary" PDF 

  • View NCTM's "Effective Teaching Practices" from the Executive Summary

• NCTM and NCSM joint 2020"Moving Forward" publication PDF  

• NCTM's 2021 "Continuing the Journey" publication at https://www.nctm.org/mathematics2021/ 

NCSM Leadership Resources

• The National Council of Supervisors of Mathematics home page at https://www.mathedleadership.org/ 

• NCSM Essential Actions Series at https://www.mathedleadership.org/ncsm-essential-actions-series/ 

• NCSM's Coaching Corner and Nine Essential Actions at https://www.mathedleadership.org/coaching-corner/ 

• NCSM's position papers site at https://www.mathedleadership.org/position-papers/ 

  • From the NCSM Position Papers: Improving Student Achievement Series

  • 2020-2025 papers *free to download* 

    • 2025 "Strengthening Collaborative Communities to Improve Mathematics Teaching and Learning" PDF 

    • 2024 "Leading with Technology: Enhancing Mathematics for All Students" PDF 

    • 2023 "Supporting All Students Through Flexible Grouping Practices" PDF

    • 2020 "Closing the Opportunity Gap: A Call for Detracking Mathematics" PDF

  • 2007-2015 papers *require NCSM login* 

    • 2015 "Improving Student Achievement by Infusing Highly Effective Instructional Strategies into Multi-Tiered Support Systems (MTSS)-Response to Intervention (RtI) Tier 2 Instruction" PDF

    • 2014 "Improving Student Achievement in Mathematics Through Formative Assessment in Instruction" PDF

    • 2014 "Improving Student Achievement by Implementing Highly Effective Teacher Evaluation Practices" PDF

    • 2013 "Improving Student Achievement by Infusing Highly Effective Instructional Strategies into RtI Tier I Instruction" PDF

    • 2013 "Improving Student Achievement in Mathematics by Using Manipulatives with Classroom Instruction" PDF

    • 2012 "Improving Student Achievement in Mathematics by Expanding Learning Opportunities for the Young" PDF

    • 2012 "Improving Student Achievement in Mathematics by Expanding Opportunities for Our Most Promising Students of Mathematics" PDF

    • 2011 "Improving Student Achievement in Mathematics by Systematically Integrating Effective Technology" PDF

    • 2010 "Improving Student Achievement in Mathematics by Promoting Positive Self-Beliefs" PDF

    • 2009 "Improving Student Achievement in Mathematics by Addressing the Needs of English Language Learners" PDF

    • 2009 "Improving Student Achievement in Mathematics by Leading Highly Effective Assessment Practices" PDF

    • 2008 "Improving Student Achievement in Mathematics for Students with Special Needs" PDF

    • 2008 "Improving Student Achievement by Leading the Pursuit of a Vision for Equity" PDF

    • 2007 "Improving Student Achievement by Leading Sustained Professional Learning* for Mathematics Content and Pedagogical Knowledge Development" PDF

    • 2007 "Improving Student Achievement by Leading Effective Collaborative Teams of Mathematics Teachers" PDF

Fostering Math Practices by Amy Lucenta and Grace Kelemanik

• Fostering Math Practices website at https://www.fosteringmathpractices.com/ 

• View the FMP routines site for supporting the Standards for Mathematical Practice

  • https://www.fosteringmathpractices.com/routinesforreasoning/ 

    • Contemplate then Calculate (MP7), Capturing Quantities (MP2), Connecting Representations (MP7), Recognizing Repetition (MP8), The 3 Reads (MP1), and Decide and Defend (MP3)

• Books by Grace and Amy available at Heinemann

  • Routines for Reasoning

  • Teaching for Thinking

  • (also available as a bundle)

Harvard Graduate School of Education "Project Zero" thinking routines

About Project Zero - 50 years in the making at https://pz.harvard.edu/who-we-are 

Project Zero's Visible Thinking homepage at https://pz.harvard.edu/projects/visible-thinking 

• Article by David Perkins at HGSE - "Making Thinking Visible" 2003

• 7 minute video by Shari Tishman at HGSE - "Thinking Dispositions" 2018

Project Zero's "At Home with PZ" site that includes routines adapted for age ranges: PreK, Elementary, Middle, and HS

Project Zero's Thinking Routines Toolbox homepage at https://pz.harvard.edu/thinking-routines 

• A sample of five PZ Thinking Routines to feature and try out:

  • "The 3 Whys" PDF - "A routine for nurturing a disposition to discern the significance of a situation, topic, or issue keeping global, local, and personal connections in mind."

  • "Ways Things Can Be Complex" PDF - "A guide for organizing one’s understanding of a topic through concept mapping."

  • "I Used to Think... Now I Think..." PDF - "This routine helps students to reflect on their thinking about a topic or issue and explore how and why their thinking has changed. It helps consolidate new learning."

  • "Seek to See" PDF - "A routine to nurture a disposition toward proactive empathic perspective taking, de-stigmatization, and recognition of dignity."

  • "Take a Stand" PDF - A routine for "developing the thinking dispositions to: 1) slow down and self-reflect, and 2) explore and engage with others’ perspectives, 3) seek and evaluate evidence, and 4) envision options and potential impacts.

• PZ's take on five tried and true familiar routines:

  • "See, Think, Wonder" PDF - "This routine encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry."

  • "Think, Pair, Share" PDF - "This routine promotes understanding through active reasoning and explanation. Because students listen to and share ideas with others, it also encourages students to understand multiple perspectives."

  • "Think, Puzzle, Explore" PDF - "This routine activates prior knowledge, generates ideas and curiosity, and prepares students for deeper inquiry."

  • "Connect, Extend, Challenge" PDF - "This routine helps students connect new ideas to those they know and encourages them to reflect upon how they have extended their thinking as a result of what they are learning about or experiencing."

  • "What Makes You Say That?" PDF - "This routine cultivates observation, description, explanation-building, and evidence-based reasoning. Because students share their interpretations, they are encouraged to see multiple perspectives."

"The Teacher Toolkit" instructional routines website

The Teacher Toolkit home website at https://www.theteachertoolkit.com/ 

Five featured routines/resources to try out:

• A to Z Chart (go to the page and watch this video to see it in action) "This brainstorming activity encourages students to come up with a variety of words related to a particular topic. Students organize their words in an alphabetical format, writing the word in the relevant box of the chart according to the first letter of the word. Students should be able to explain the meaning of the words they are including in the chart as well as how they relate to the given topic." 

• Attention Signal (go the page to see grade level examples) "This classroom management tool is a signal that teachers use to obtain students’ attention. The Attention Signal allows the teacher to transition from an interactive activity into an activity that requires attention to be focused on the speaker. The Attention Signal includes both verbal and physical components so it can be used at any time from any location." 

• Card Sort (go the page to see grade level examples) "This strategy gives students the opportunity to work with vocabulary, terms, and concepts. Students sort cards with the terms and concepts into categories based on meaning. Sorting the cards gives students a structure to talk meaningfully with one another about content and helps teachers check for understanding." 

• Frayer Model (go the page to see grade level examples) "The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word. This information is placed on a chart that is divided into four sections to provide a visual representation for students." 

• Whip Around (go to the page and watch this video to see it in action) "This strategy actively engages students and encourages participation by all. Students write down responses to a question or prompt given to them by the teacher and quickly share their responses with the class. Students have to pay attention and listen closely to their classmates’ responses to compare them to their own." 

UDL Resources for Engagement, Representation, and Action & Expression using the CAST.org Universal Design for Learning framework

The home for UDL at CAST.org "Until learning has no limits®"

• The "UDL Schoolwide Implementation Criteria" UDL-SIC resources site 

  • "Use the UDL-SIC Self-Assessment (PDF) to reflect on where your school is on the path to implementing UDL"

• The Universal Design for Learning newly updated 3.0 guidelines at https://udlguidelines.cast.org/ 

  • Download page for the UDL guidelines PDF

  • CAST's free webinars:"Explore the Future of Inclusive Education with CAST’s UDL Guidelines 3.0 Webinars"

  • Learn more about the six components of the UDL goal to support Learner Agency: "Purposeful, Reflective, Resourceful, Authentic, Strategic, and Action-oriented."

Positive Behavioral Interventions and Supports (PBIS) resources

Go to PBIS.org for:

• Getting Started with PBIS at https://www.pbis.org/pbis/getting-started 

• Tools for PBIS implementation at https://www.pbis.org/tools/all-tools 

• Tier 1 PBIS systems and practices  at https://www.pbis.org/pbis/tier-1 

The "PBIS World" homepage at https://www.pbisworld.com/ 

• About the PBIS World website developed in 2011 at https://www.pbisworld.com/about/ 

• Tier 1 Interventions list at https://www.pbisworld.com/tier-1/ 

• Tier 2 Interventions list at https://www.pbisworld.com/tier-2/ 

• Tier 2 Interventions list at https://www.pbisworld.com/tier-3/ 

Collaborative and Proactive Solutions (CPS) for engaging with struggling students

• Collaborative and Proactive Solutions home at https://cpsconnection.com/ 

• About Ross Greene and CPS at https://cpsconnection.com/dr-ross-greene/ 

• Access the CPS "Paperwork" forms here https://cpsconnection.com/paperwork-2/ 

  • or go directly to https://livesinthebalance.org/cps-materials-paperwork/ to get started with CPS