Foreword by Matthew R. Larson, and Robert Q. Berry III
About the Authors
Acknowledgements
Preface
Chapter 1: Jumping on Board: What is the Mathematics Whole School
Agreement?
Chapter 2: Watching What We Say! Using Correct and Consistent
Language
Chapter 3: Symbol Sense is Foundational: Noting the Importance of
Precise Notation
Chapter 4: Mental Images that Last: Cohesive and Consistent
Representations
Chapter 5: Why was I Taught That? Evaluating Rules that Expire
Chapter 6: Building Generalizations: Developing Instructional
Strategies the MWSA Way
Chapter 7: Embodying the MWSA in Every Lesson: No Teaching by
Telling!
Chapter 8: Getting to the Nitty Gritty: Building and Enacting the
MWSA
Chapter 9: Sharing Successes from the Field: MWSA Heroes Tell their
Stories!
References
Index
Karen S. Karp is a mathematics educator who focuses on the
intersection of mathematics education and special education.
She is a former professor at Johns Hopkins University and at the
University of Louisville where she is professor emerita. Early in
her career she received a Development Award from the Joseph P.
Kennedy, Jr. Foundation to support more seamless integration
between general education and special education. She is the author
or co-author of numerous publications including Assisting Students
Struggling with Mathematics: Intervention in the Elementary Grades
and Elementary and Middle School Mathematics. Karen was on the
writing team of the NCTM/CEC Joint position statement on Teaching
Mathematics to Students with Learning Disabilities. In 2024, she
chaired the Topic Study Group on Teaching Mathematics to Students
with Special Needs at the International Congress on Mathematical
Education in Australia. She holds teaching/administrative
certifications in elementary education, secondary mathematics, K-12
special education, and K-12 educational administration.
Barbara J. Dougherty is the past director of the Curriculum
Research & Development Group and a professor in the College of
Education at the
University of Hawai‘i at Mãnoa. She is a former member of the board
of directors of the National Council of Teachers of Mathematics and
is the
co-chair of the Mathematics/Special Education Workgroup, a
partnership between the NCTM and the Council for Exceptional
Children. She served
on the author panel for the What Works Clearinghouse Practice Guide
on assisting elementary school students who have difficulty
learning mathematics for the U.S. Department of Education Institute
of Education Sciences. She is the author or coauthor of
approximately 22 book chapters, 29 articles, and 36 books,
including MPower: A Pathway to Understanding Algebra. Her research,
funded by more than $11.5 million in grants, emphasizes supporting
students who struggle in middle and high school, with a focus on
algebra. She holds teaching certifications in middle and high
school mathematics and K–12 special education.
Dr. Sarah B. Bush, a former middle school mathematics teacher, is a
Professor of K–12 STEM Education and the Lockheed Martin Eminent
Scholar Chair at the University of Central Florida. At the
University of Central Florida, she is the Director of the Lockheed
Martin/UCF Mathematics and Science Academy and is a program
co-coordinator of the Mathematics Education PhD track. She teaches
primarily graduate courses in mathematics education. She is a
prolific writer who has authored 13 books and more than 100 journal
articles and book chapters. Dr. Bush recently completed a term
(2019–2022) as a member of the National Council of Teachers of
Mathematics Board of Directors. She served as the lead writer and
task force chair for NCTM’s Catalyzing Change in Middle School
Mathematics: Initiating Critical Conversations. Dr. Bush was the
recipient of the 2021 School Science and Mathematics Association
(SSMA) Award for Excellence in Integrating Science and Mathematics
and 2018 recipient of the Association of Mathematics Teacher
Educators (AMTE) Early Career Award. Dr. Bush seamlessly integrates
her practical experience as a middle school mathematics teacher in
public schools with her innovative scholarship to serve as an
instructional leader in the field of mathematics education and
STE(A)M education. Dr. Bush co-wrote the Simplifying STEM: Four
Equitable Practices to Inspire Meaningful Learning: PreK-5 and 6-12
books published by Corwin in early 2024.
"If you have anything to do with transforming mathematics teaching
and learning at your school, then stop everything right now and
read this book. Karp, Dougherty, and Bush’s The Math Pact
strategically navigates the complex topic of creating and
cultivating cohesive mathematics instruction by introducing readers
to their Mathematics Whole School Agreement and specific elements
that ensure schoolwide success. Building on the authors’ renowned
Rules That Expire work, this book takes readers through the
essential components of best practices of mathematics teaching.
This should be a required read for any mathematics leadership
program."
*Hilary Kreisberg*
"Just for a moment, imagine the positive and impenetrable
mathematics energetic forcefield that could be created in a school
if every teacher strategically and collaboratively decided upon
agreements around mathematics vocabulary, notations,
representations, and the
overarching philosophy about how mathematics should be taught?
Guess what! You do not have to imagine! No more reteaching,
revising previously taught material, and explaining that "Well, in
my classroom, we do it, say it, notate it this way." Because let’s
face it, those messages confuse students and families and can
frustrate teachers. Grab this book, gather your colleagues, and get
started in creating a unified and comprehensive whole school
agreement that will positively enrich your students’ mathematics
learning experiences!"
*Beth Kobett*
"As a fan of the "Rules That Expire" and "Whole School Agreement"
articles, I consider this resource a welcome addition to my
professional library! In this practical, easy-to-follow book, the
authors provide educators with an extremely thorough and useful "go
to guide" on establishing a Mathematics Whole School Agreement
(MWSA). For those not familiar with the NCTM articles that
initiated the movement, this resource defines what an MWSA is and
why each school should establish one. More important, educators
learn how to create and implement an MWSA, and the role each
school and district stakeholder plays in implementation. This
user-friendly resource provides teachers, teacher leaders, parents,
and administrators with a comprehensive blueprint that includes
research-informed practices, vignettes, grade-specific examples,
and tools to encourage reflection."
*Latrenda Knighten*
"The Math Pact is a critical guide that takes stakeholders on a
journey to create a Mathematics Whole School Agreement (MWSA). This
journey begins with a look inward at mathematics instruction in
their schools and then moves onward to compare their practices to
best practices. Stakeholders arrive at their MWSA when they can
ensure a unity of message that promotes coherent and effective
instruction within their school and even across their
district."
*Juli K. Dixon*
"The Math Pact is an essential resource for educators looking to
develop and support a coherent schoolwide approach to the teaching
and learning of mathematics. The authors provide clear guidelines
with examples and references to numerous resources that will
support you and your colleagues as you develop a shared vision for
you and your students in mathematics education."
*Mike Flynn*
"This book brilliantly connects research-informed practices to
empower stakeholders in engaging students in meaningful mathematics
through a vertically articulated Mathematics Whole School
Agreement! Building on the impact of the Rules That Expire series,
the authors lay out an easy to implement approach to share,
connect, and represent mathematical ideas across classrooms to
intentionally and explicitly bring about change prior, during, and
after instruction."
*Farshid Safi*
"The Math Pact will surely be hailed a seminal work in the field
for years to come! The authors outline a crystal-clear,
research-supported case for a unified approach to mathematics
instruction. The embedded reflection opportunities and suggested
parent communications make a Mathematics Whole School Agreement
possible for everyone."
*Delise Andrews*
"Maya Angelou said, ′Do the best you can until you know better.
Then, when you know better, do better.′ The Math Pact is a
practical guide that supports us in collectively taking
responsibility for helping each and every one of our students to
become problem solvers, critical thinkers, and capable and
confident doers of mathematics. The detailed vignettes and
suggestions are vivid guideposts for a journey of self-reflection
and collective decision making with colleagues about really
critical components of mathematics instruction. It will leave you
both ′knowing better′ and collectively "doing better" for your
students. No matter your level of experience, there is something
new to learn here! I think it would work beautifully with
pre-service teachers, new teachers, and veteran teachers. I even
picked up some new things on my read that I hadn’t really thought
about in my nearly 30 years in the classroom."
*Shawn Towle*
"Wow! The Math Pact will lead the movement to help educators and
students overcome the idea that math is a mysterious set of "tricks
and shortcuts." The Mathematics Whole School Agreement process
provides the steps, language, representations, and knowledge to
build, implement, and sustain equitable learning outcomes for all
students! The power to make change is in our collective hands and
hearts! This book needs to be in the hands of all teachers,
district leaders, and stakeholders."
*Cathery Yeh*
"This is a long-awaited publication that will help preservice
teachers, educators, and administrators of all levels and
curriculum coordinators abolish the use of tricks and magic in
mathematics instruction. For years we have inadvertently led
students down a dead-end street in their math instruction by
teaching them expiring rules, tricks, and cutesy sayings that may
help them perform short-term on a test but leave them conceptually
damaged in the long run."
*Julie Duford*
"This is the perfect balance of inspiration and practical guidance!
The inspiration motivates me to work harder at collaboration with
peers, building common commitment. The practical guidance helps me
put the ideas into action around what specific changes will improve
mathematics teaching and learning."
*Lynn Selking*
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