Welcome to the

Math Research-
Based Topics!
Strong Foundations Framework Grant Learning Opportunity
July 2022
Recap: Strong Foundations Framework Grant
Learning Opportunities
We have many ways to learn more about this grant!
1. District Panel: Sign up for our last District Panel to hear from districts
already engaging in this work.
 Date: 8/18; Registration: Here

2. RLA Research-Based Topics: Sign up for the August research topic session
for RLA (register here).

3. TEA Consultation [Optional]: District leaders may sign up for one 30-
minute session with TEA here to help determine what application decision
may be best based on local context.
  Allow LEAs interested in the Strong Foundations
Framework Grant to learn more about research
topics in math
Purpose of  Allow LEAs to get a short sample of the collective
Session learning series and “step back” their district would
take to dig deeper into the research
Recap: Collective Learning Series in Strong Foundations
Framework Grant
LEAs will contract with an approved provider to go through the following steps, with the flexibility to customize for their local context

Communications Collective Develop Implement

Build a Roadmap
Plan Learning Framework Framework

 Build a  Determine who are  Develop collective  Based on learning, Use final framework to
math/literacy the larger learning scope and draft vision and assess existing district
committee stakeholder groups sequence focused framework resources and
on research in math supports including:
 Plan framework  Develop customized and/or literacy  Collect feedback
development communication plan and iterate upon  curriculum and
process for each group  Complete collective the draft with the instructional
learning with committee materials
 Create and norm on  Set up systems of committee
decision making coaching for  Vote on final  professional
process stakeholders  Stamp key collective learning focus and
framework design
throughout process learning take-aways
 coaching structures
and tools
 What are the essential best practices in mathematics
instruction?
Math Research-based Instructional Strategies (RBIS)

1 2 3 4 5
Balance Conceptual Depth of key Coherence Productive Assessment
& Procedural concepts of Key Concepts Struggle Practices

Pursue rigor by Students engage in

Focus on math Connect concepts
balancing conceptual productive problem
content that aligns to within and across
understanding, solving, engaging
and meets the rigor grades along a
procedural skill and in multiple Leverage HQIM
of the TEKS for each strategic progression
fluency. Apply this opportunities
grade level, of learning so that new embedded
balanced for practice,
understanding to
while concentrating understandings are
discussion,
assessments
time and effort on built on previous to drive
mathematical representations, and
going deep on the foundations. instruction.
applications as writing that requires
most important Mathematics tells
required by the them to explain
topics for the grade a continuous,
standards in the and revise
level. connected story.
TEKS. their thinking. 5

5
RBIS Background Information

TEA developed a set of

Research-based
Instructional Strategies
RBIS
Session Norms & Parking Lot

 Be fully present
 Use technology appropriately Got questions?
 Disagree with ideas, not people Please drop them in the
chat.
 Have fun!
What are the RBIS?
RBIS are… RBIS are NOT…

• A set of research-based practices that • Topics that are commonly agreed upon
highlights misconceptions common in the (e.g., materials should be aligned to the
field standards)
• Topics that require conceptual or • Topics not related to curriculum and
philosophical shifts in approach to instructional materials (e.g., classroom
instruction management best practices)
• A set of practices that are supported by
research and should be present in
classrooms, regardless of instructional
materials
• A set of practices that relate directly to the
design of instructional materials AND/OR
the approach required to implement them
well

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 RBIS in Context

Effective Schools Framework HQIM In Context Image

Why is it important to look towards the research?

Research tells us there are clear best practices in instruction by

content and associated topics such as assessment and supporting
special populations. Because these practices directly connect to
improving students’ academic achievement and experience,
they should inform school, district, and state-wide visions for
instruction and increase use of high-quality instructional
materials (HQIM). The RBIS also demonstrate why HQIM is
important and what is required to implement HQIM well.
RBIS 1: Balance Conceptual &
Procedural
 What are the essential best practices in mathematics
instruction?
Math Research-Based Instructional Strategies (RBIS)

1 2 3 4 5
Balance
Depth of key Coherence Productive Assessment
Conceptual
& Procedural concepts of Key Concepts Struggle Practices

Pursue rigor by Students engage in

Focus on math Connect concepts wi
balancing conceptu productive problem
content that aligns to thin and across
al understanding, solving, engaging
and meets the rigor grades along a
procedural skill and in multiple
of the TEKS for each strategic progression Leverage HQIM
fluency. Apply this opportunities
grade level, of learning so that
balanced for practice, embedded
while concentrating new understandings
understanding to
time and effort on are built on previous
discussion, assessments to
mathematical representations, drive instruction.
going deep on the foundations.
applications as and writing that
most important Mathematics tells
required by the requires them to
topics for the grade a continuous,
standards in the explain and revise
level. connected story.
TEKS. their thinking. 12

12
Do the Math

Work independently to complete the following...

1. Simplify the expression.

2. Script out how you would explain how to solve this problem to a student.
3. Begin to reflect on how you have seen this skill taught in TX classrooms.

13
PISA Results & Trends

U.S. 15-year-old
students' average
score below OECD
average
Key Points

 U.S. student performance on the curriculum-based assessment was

notably stronger than it was on the assessment that required
students to apply their understandings to novel, real-world
problems.

 When students had to apply their learning to new contexts, the

relative ranking of U.S. students, in comparison to other countries,
declined.

 Reflect: What connections are you making between the results of

these two studies and how students perform in math around the
state?
 Back to Division of Fraction

Compare the following responses. What do you notice?

Ma, L. (1999). Knowing and Teaching Elementary Mathematics. University of California, Berkeley. 16
 Division of Fraction
CONCEPTUAL

PROCEDURAL

Ma, L. (1999). Knowing and Teaching Elementary Mathematics. University of California, Berkeley.

17
Division of Fractions – A Balanced Approach

Conceptual Procedural
 The Science of Learning: Three Key Findings

 Engage Preconceptions

 Understanding Requires Factual

Knowledge and Conceptual Frameworks

 A Metacognitive Approach Enables Self-

Monitoring

National Research Council, How People Learn: Brain, Mind, Experience and School. National Academy Press, 2000..
Procedural Skill & Fluency allows for Automaticity

• Students can carry out

procedures flexibly, accurately, efficiently,
and appropriately.

• Student mastery of key fluency allows

for the automaticity that helps
to access and manipulate more advanced
concepts.
 Tricks versus Procedural Understanding

Key Idea: Tricks are context dependent. When students have a balanced
procedural and conceptual understanding, they can apply a consistent
framework to all contexts; the rules of math do not change.
Key Points: Trick versus Procedural Understanding

 The ability to apply a "trick" is not the same as true procedural

fluency.

 When students are introduced to tricks, it removes all elements of

balance of procedural and conceptual understanding.

 When students do not have conceptual understanding, they are

not set up to apply their learning and they have fluency with a
trick, not a procedure that can be applied in different contexts.
Balance Conceptual and Procedural Instruction
Misconception: RBIS Approach:

Conceptual understanding is often the primary

Balancing conceptual, procedural, and focus and comes before procedural fluency and
application means there should be equal application, but each of these components of rigor
time spent on each component of rigor. are intertwined in quality tasks.

The TEKS define procedural fluency as “skill in

carrying out procedures flexibly, accurately,
Procedural fluency is fact practice. efficiently, and appropriately.” Fact practice is
important, but there is more to procedural fluency
than memorizing math facts.

Students need to master math facts Students can engage in rich, conceptually-
before they can engage in conceptual based tasks while continuing to develop
their procedural fluency.
problem-solving.
RBIS 2 & 3 : Depth and Coherence
of Key Concepts
 Do The Math
 Order the following elementary level math problems to illustrate the
correct grade level progression. Justify your reasoning.
B C

25
Depth and Coherence of Key Concepts Examples
How do these examples tell a connected, coherent story about the progression of the
skills students must build around fractions?
B 3rd Grade C 4th Grade A 5th Grade

Eureka Math TEKS Edition. Grade 3, Module 5, Lesson 11

Eureka Math TEKS Edition. Grade 4, Module 5, Lesson 14
Eureka Math TEKS Edition. Grade 5, Module 3, Lesson 3
Depth & Coherence of Key Concepts Examples

B 3rd Grade C 4th Grade A 5th Grade

Students represent and

Students begin to solve addition and
Students compare compare fractions with subtraction of fractions
unit fractions by looking different numerators with unequal
at their size. 3.3H and denominators. 4.3D denominators. 5.3H
 What are the essential best practices in mathematics
instruction?
Math Research-Based Instructional Strategies (RBIS)

1 2 3 4 5
Balance
Depth of Key Coherence Productive Assessment
Conceptual &
Procedural Concepts of Key Concepts Struggle Practices

Focus on math Students engage in

Connect concepts wi
Pursue rigor by content that aligns to productive problem
thin and across
balancing conceptu and meets the rigor solving, engaging
grades along a
al understanding, of the TEKS for each in multiple
strategic progression Leverage HQIM
procedural skill and grade level, opportunities
of learning so that
fluency, while concentrating for practice, embedded
new understandings
and application as time and effort on are built on previous
discussion, assessments to
required by the going deep on the representations, drive instruction.
foundations.
standards in the most important and writing that
Mathematics tells
TEKS. topics for the grade requires them to
a continuous,
level. explain and revise
connected story.
their thinking. 28

28
Depth of Key Concepts

2 Prepare students to identify appropriate concepts

Depth of Key Meet rigor to tackle real-world, relevant tasks through an
of the TEKS alignment to the TEKS and a balance of
Concepts
conceptual and procedural fluency.
Focus on math
content that aligns to Utilize high-quality instructional materials to
and meets the rigor Concentrate time ensure that the majority of class time is spent
of the TEKS for each and effort going deep on the most important topics for the
grade level, grade level or course.
while concentrating
time and effort on
going deep on the Identify the focal points that build coherence
most important Most important across grade levels and provide a foundation for
topics for the grade topics strong mathematics understanding of algebra and
level. beyond.
Depth of Key Concepts - Task 1
Solve. What skills are students demonstrating when completing this task?

30
Depth of Key Concepts - Task 2
Solve. What skills are students demonstrating when completing this task?

31
Depth of Key Concepts Comparison

3(3)(F) The student is expected to

represent equivalent fractions with
denominators of 2, 3, 4, 6, and 8 using a variety
of objects and pictorial models, including
number lines.

32
Depth of Key Concepts Comparison

• Grade 3 students should be using a variety of

objects, models, or the number line to develop
their understanding of fraction equivalence.

• Students should be demonstrating that they can

recognize and generate simple equivalent
fractions on a number line or area model and
explaining why they are equivalent.

33
RBIS 3: Coherence of Key
Concepts
 Coherence of Key Concepts

3
Build new ideas on the foundation of what
Coherence Within grade
levels students have learned during the current school
of Key Concepts year in previous and future lessons and units.

Connect concepts wit

hin
Build upon key concepts in previous and current
and across Across grade grade levels as foundational knowledge that could
levels serve as gatekeepers for new ideas in the next
grades along a
strategic progression grade level and future math courses.
of learning so that new
understandings are
Mathematics concepts and skills create an
built on previous Continuous,
foundations. connected story ongoing, coherent learning experience throughout
Mathematics tells a students' educational journey.
a continuous,
connected story.
36
 Coherence of Key Concepts: Grades 6-8
Module 2: Linear Relationships

Grade 8
(I) Write an equation
Topic 1: From Proportions to Linear Relationships
in the form y = mx + b Topic 2: Linear Relationships
to model a linear
relationship between
two quantities using
verbal, numerical,
tabular, and graphical Module 3:
representations
Module 1: Reasoning Algebraically
Thinking Topic 4:

Grade 7
(B) write an Proportionally Multiple
equation
that Topic 3: Representations of
represents Proportionality Equations
the
relationship
between
independent
and
dependent

Grade 6
quantities Module 4: Determining Unknown Quantities
from a table
Topic 3: Graphing Quantitative Relationships
Examples of Building Coherence Across Grade Levels with HQIM
Order the following math problems to illustrate the correct grade level
progression. AJustify your reasoning. B C

A B C
 Examples of Building Coherence Across Grade Levels with HQIM
Grade 3 Grade 4 Grade 6

B C A

Carnegie Learning Texas Math Solution 6-12Module 1

Students generate
equivalent expressions
Eureka Math TEKS Edition Module 3, Lesson 11
using the distributive
property. 6.7D
Students represent the
product of 2 two-digit
numbers using area
Eureka Math TEKS Edition
Module 1, Lesson 18 models. 4.4C/4.4D
Students apply the
distributive property to
decompose
units. 3.4G
Types of Coherence

Within HQIM

Teachers and
selected materials
utilize
consistent vocabulary
terms and tools year-
to-year from
elementary
to secondary levels to
support all learners,
including emergent
bilingual students.

41
RBIS 4: Productive Struggle
 What are the essential best practices in mathematics
instruction?
Math Research-Based Instructional Strategies (RBIS)

1 2 3 4 5
Balance
Depth of Key Coherence Productive Assessment
Conceptual &
Procedural Concepts of Key Concepts Struggle Practices

Focus on math Students engage in

Connect concepts wi
Pursue rigor by content that aligns to productive problem
thin and across
balancing conceptu and meets the rigor solving, engaging
grades along a
al understanding, of the TEKS for each in multiple
strategic progression Leverage HQIM
procedural skill and grade level, opportunities
of learning so that
fluency, while concentrating for practice, embedded
new understandings
and application as time and effort on are built on previous
discussion, assessments to
required by the going deep on the representations, drive instruction.
foundations.
standards in the most important and writing that
Mathematics tells
TEKS. topics for the grade requires them to
a continuous,
level. explain and revise
connected story.
their thinking. 43

43
Defining productive struggle

4
Productive “…students expend effort to make sense of mathematics, to figure
Struggle something out that is not immediately apparent…The struggle we have
in mind comes from solving problems that are within reach and
Students engage in grappling with key mathematical ideas that are comprehendible but
productive problem not yet well formed (Hiebert et al., 1996).”
solving, including
multiple
opportunities
for practice, “…productive struggle comprises the work that students do to make
discussion, sense of a situation and determine a course of action when a
representations, solution strategy is not stated, implied, or immediately obvious. From
and writing that an equity perspective, this implies that each and every student must
requires them to have the opportunity to struggle with challenging mathematics and to
explain and revise receive support that encourages their persistence without removing the
their thinking. challenge.” (NCTM publications 2007, 2017)
Defining productive struggle

4
Productive Provides students time to collaboratively problem
Struggle Maintains Rigor solve using different representations and then
asking them to explain their thinking
Student engage in
productive problem
solving, including Tasks should have multiple entry points so that
multiple Sets up all students
to Engage students can use different solution paths to solve
opportunities and make connections
for practice,
discussion,
representations, Acknowledging when students’ effort supports
and writing that Develops their thinking and mathematical understanding,
Independent
requires them to Problem Solvers thus developing their capacity to persevere in the
explain and revise face of challenging content
their thinking.
Observing productive struggle…
 Observe and Reflect: Watch the following
4
instructional video. Is this an example of productive
Productive
struggle? Using language from the RBIS, explain why
Struggle
or why not.
Students engage in
productive problem
solving, including
multiple
opportunities
for practice,
discussion,
representations,
and writing that
requires them to
explain and revise “Natalie has 30 jellybeans. Her mom gives
their thinking. her 23 more jellybeans. How many
jellybeans does Natalie have?”
Productive Struggle is NOT

 students just showing their work on

paper
 something to give only when students
are at a certain age or grade level
 asking all students how they got an
answer
 just for students who have the wrong
answer.
 giving students challenging work or
work above grade level.
 something that could harm a
student’s development

47
 5 Types of Common Teacher Responses to Struggle
Example Impact on Student Learning

More likely to lower the

1. Telling “Not quite. Instead, draw 23 demands of the task and
2. Directed Guidance cubes…” remove struggle.

More likely to provide

3. Unfocused or Vague “Read the problem again and general suggestions that
Direction check your work…” are not helpful to the
particular task.

“Can you tell me how your More likely to maintain the

4. Probing Guidance picture shows how you solved demands of the task and
5. Affordance the problem…” support productive
struggle
Warshauer, Hiroko Kawaguchi. “Productive Struggle in Middle School Mathematics Classrooms.” Journal of Mathematics Teacher Education 17, no.4
(2015): 375-399. [p. 387]

48
 Strategies to Support Productive Struggle
Probing
Strategy What it looks like Guidance
“Teachers ask questions that help students focus on their thinking and identify the
Question source of their struggle, then encourage students to build on their thinking or look at
other ways to approach the problem.”

“Teachers encourage students to reflect on their work and support student struggle in
Encourage
their effort and not just in getting the correct answers.”

“Teachers give time and support for students to manage their struggles through
Give Time adversity and failure by not stepping in too soon or too much, thereby taking the
intellectual work away from the students.”

“Teachers acknowledge that struggle is an important part of learning and doing

Acknowledge
mathematics.”
Affordance
What examples of these have you observed today?

49
 Dos and Don’ts of Productive Struggle
DO… Rationale

Give your students time to engage in You know your students, and you prepared your lesson to meet their
productive struggle. needs. Trust that they can accomplish what you prepared for them.

What have you done before that might be useful now? What seems
Ask questions when students are stuck. important in the problem? How is this the same or different as what
you’ve seen before?

Encourage students to solve problems in Students need to feel comfortable trying different strategies. Celebrate
different ways. creativity by encouraging students to share their thinking with the class.

These actions send the message to students that you value risk-taking
and trying out ideas. Have students reflect on what they learned from
Praise students’ effort on both successful
their unsuccessful efforts and how those efforts helped them decide
and unsuccessful attempts.
what method(s) to try next. Math is not just about getting the right
answer.
The Struggle is Real (and Productive) Mike Linskey, Great Minds: Eureka Math Blog https://gm.greatminds.org/math/blog/eureka/the-struggle-is-real-and-productive

50
STAAR redesign reflects RBIS best
practices
Changes are coming to help improve alignment

 Classroom practices that over-use multiple choice questions,

rely on only short reading passages, and limit student writing
can get small, short-term gains on STAAR, but evidence has
shown they don’t lead to high performance or long-term
student mastery
 Strong instructional practices lead to increased student
understanding and stronger performance on STAAR
 It is possible for the state summative assessment to be
designed so that it better aligns with strong instructional
practices, while still accurately measuring student
mastery

52
 For math specifically, many of the changes will be in
new item types to allow for students to respond in
new ways

These new question types

allow students to respond to
questions in a way that they’ll
see in their classrooms and
high-quality instructional
materials

53
In the classroom, students are asked to engage with
content in multiple ways to gain and express
understanding (I)
Grade 4 Math TEKS Example: “Draw and label a strip
diagram to model the
 4.3A: represent a fraction a/b as decomposition”
a sum of fractions 1/b, where a
and b are whole numbers and b
> 0, including when a > b
 4.3B: decompose a fraction in
more than one way into a sum
of fractions with the same
denominator using concrete
and pictorial models and
recording results with symbolic
representations.

54
 New STAAR question types are more like the kind
teachers ask in class (I)
Math, Grade 4 Lesson Potential new STAAR question

In this lesson, students are using shaded fraction This potential new STAAR question asks students to
models to show their understanding of adding shade in a fraction model to represent the addition
fractions of two fractions

55
In the 3rd grade classroom, students are asked to
engage with time
Grade 3 Math TEKS Example: “Draw and use a number
 3.7A determine the solutions to line to solve problems”
problems involving addition and
subtraction of time intervals in
minutes using pictorial models
or tools such as a 15‐minute
event plus a 30‐minute event
equals 45 minutes

56
 New STAAR question types are more like the kind
teachers ask in class
Eureka Math TEKS, Grade 3 Module 2 Potential new STAAR question
Lesson 3

This potential new STAAR question asks students to

In this lesson, students are using number lines to use a number line and solve for the end time
show their understanding of elapsed time

57
 How does the research on how
student learn in math support
Reflection student success on STAAR?
Breakout Rooms – Reflect and Debrief

Directions:
From what we went over today, does your LEA
1 have a vision or framework aligned to research?

How does this math research support the needs

2 of all learners in your LEA?

Where do you see strengths or gaps in your

3 instructional practices for math?
  District Panels [Optional]: Sign up for District Panels to
hear from districts already engaging in this work
 Date: 8/18; Registration: Here

 Research Overview Series [Optional]: Sign up for

overview of research topics series aligned with STAAR
Redesign to see if your district may want to explore
further
Next Steps  Date: 8/19 (Math) and 8/25 (RLA)

 TEA Consultation [Optional]: District leaders may sign

up for one 30-minute session with TEA here to help
determine what application decision may be best based
on local context

 Apply to grant [Required]

 Open: June 22nd, 2022; Closing: July 29th and August 26th
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