Secondary Math


 M Griffin


Melanye Griffin, M.Ed. 
Secondary Math Coordinator 


Keeley Kinder Math 
 Keeley Kinder
 Math Coach
Debbie Belanger 
 Math Coach

Supporting #NISDpost - "NISD pedagogy for observable student thinking"

An excellent mathematics program requires effective teaching that engages students in meaningful learning through individual and collaborative experiences that promote their ability to make sense of mathematical ideas and reason mathematically.

Effective teaching of mathematics:

  • Establishes clear goals for the mathematics that students are learning, situates goals within learning progressions, and uses the goals to guide instructional decisions.
  • Engages students in solving and discussion tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.
  • Engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.
  • Facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments.
  • Uses purposeful questions to assess and advance students’ reasoning and sense making about important mathematical ideas and relationships.
  • Builds fluency with procedures on a foundation of conceptual understanding so that students, over time, become skillful in using procedures flexibly as they solve contextual and mathematical problems.
  • Consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle as they grapple with mathematical ideas and relationships.
  • Uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.

Leinwand, S., Brahier, D., & Huinker, D. (2014). Effective Teaching and Learning. In Principles to actions: Ensuring mathematical success for all. (pp. 7-53). National Council of Teachers of Mathematics.