Learning Goals: Focus on the Math, Not the Trick

Identify tricks in math instruction
Describe how replacing tricks with mathematical generalizations yields deeper learning
Explain the role learning goals play in deeper math learning
Examine how students develop math generalizations

Schedule:

5 minutes – Settle in, take attendance, Intro question: What strategies or techniques from previous grades do you feel you have to reteach, correct, or clarify each year?

10-15 minutes – Participants’ implementation share-out

3-5 minutes – Transition into current module, connection between concepts: What are some math tricks that you remember from your time as a student?

10-20 minutes – Workbook reflection:

Can you think of an example when using reasoning is more efficient than using the standard United States algorithm?
What is the difference between a generalization and a rule? Which one better supports long-term procedural fluency (accuracy, efficiency, flexibility).
Tricks remove productive struggle from the classroom. What might be some benefits of allowing students to struggle with math tasks?
What might be some of the outcomes of using learning goals that focus on what students will need to understand rather than what students will be able to do?
Were there any prompts in this section of the workbook that you wanted to discuss with the rest of the group? What about them were you looking to explore further?

20-30 minutes – Application discussion prompts:

If a student uses a math trick, what strategies might you use to support their deeper understanding of the concept while honoring their prior learning?
Rather than teaching tricks and shortcuts, what sorts of questions might you ask students that scaffold their learning without stepping in to do the work for them?

5-10 minutes - Wrap up: Each individual brainstorms "What can you do between now and our next meeting to incorporate or emphasize this topic more in your classroom?" and a few participants volunteer for the next session’s implementation share-out