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Howell Elementary: Embracing ‘Cognitive Grappling’ to Build Student Mathematicians
Howell Elementary School adopted a new high-quality instructional resource (HQIR) for mathematics. This move required a major shift in teaching style. Teachers learned to "step back" and allow students to engage in "cognitive grappling" and productive struggle.
Read how the school leveraged data-driven professional learning to identify fluency gaps, eliminate ineffective practices and build a culture where all students identify as mathematicians.
Watch the video and read the full article on KyStandards.org.
Partner Spotlight-Kentucky Center for Mathematics Numeracy Counts Academy
The Kentucky Center for Mathematics (KCM) Numeracy Counts Academy is a professional development experience for Kentucky teachers, by Kentucky teachers.
The academy was born from a powerful vision shared by Kentucky legislators: A vision to invest in the growth of educators and strengthen numeracy instruction across the commonwealth. That vision inspired a collaborative effort to design an experience that is meaningful, practical and deeply connected to the realities of Kentucky classrooms.
To bring this vision to life, KCM collaborated closely with Kentucky university professors, educational cooperative experts and classroom teachers across the state. Together, they crafted an academy grounded in research, guided by experience, and focused on what matters most—helping students develop deep, lasting numeracy skills.
The professional development journey is grounded in a guiding framework that draws from the Kentucky Academic Standards for Mathematics, the Standards for Mathematical Practice, the Effective Mathematics Teaching Practices, Fluency Essentials and Mathematical Dispositions. This solid foundation ensures that learning is intentional, relevant and aligned with evidence-based practices in mathematics education.
With an added emphasis on high-quality instructional resources (HQIR) and practical strategies for implementing new learning directly into classrooms, this academy offers a well-rounded and impactful professional learning experience.
What’s the data say?
- Shifts in teachers’ implementation of HQIR and Effective Mathematics Teaching Practices
- KCM Numeracy Counts Academy mentors are key in engagement and supporting learning throughout the modules
- Educators have increased confidence in teaching mathematics, increased view of themselves as math educators and are motivated to share learning with colleagues to further pursue professional learning opportunities
Quotes from the field:
- I have really enjoyed this experience. It has been a real eye opener. I did not realize how complex math can be. I never really looked at the way numbers go together and made patterns in math while thinking about why it all happens. After this course, I have started looking at math in a different light. I can’t wait to learn more! I think every elementary teacher should take this course!
- I appreciate how the module materials are easy to understand and use. The information I have learned has changed the way I teach and assess my students. It has been eye opening. I look forward to becoming more confident in the way I teach math!
For more information on the Numeracy Counts Academies, visit…Numeracy Counts Academies - Kentucky Department of Education
District or School Spotlight
If you would like to spotlight your effective mathematics instructional practices—please fill out this form to be considered for our Numeracy Newsletter
Don't Miss the KY Numeracy Counts Newsletter
Did you miss last month's Numeracy Newsletter? You can access all previous editions on the Numeracy Counts webpage.
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