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Oregon Math Educator Update - October 2025
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What does it mean to read, write, and speak like a mathematician?
In Oregon’s Adolescent Literacy Framework, disciplinary literacy in mathematics is more than decoding symbols—it’s about mastering the language of logic and precision. This month, we highlight the Supporting Disciplinary Literacy in Mathematics resource, which provides actionable strategies to help students communicate like mathematicians and thrive in STEM careers.
Why Literacy Matters in Math
Math is a language of symbols, diagrams, and logic. To navigate this complexity, students need strong literacy skills. The Adolescent Literacy Framework emphasizes that disciplinary literacy is inseparable from mathematics. When students read data sets, write arguments, and discuss solutions, they’re not just doing math—they’re thinking and communicating like mathematicians.
Four Practices That Strengthen Math Literacy
The Oregon Adolescent Literacy Framework outlines four high-impact practices that math educators can use to support disciplinary literacy:
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Connect Math Language to Students’ World Knowledge: Leverage students’ everyday experiences—like budgeting, gaming, or spatial reasoning—to introduce technical vocabulary and concepts.
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Teach Strategies to Read Complex Math Texts: Support students in reading proofs, data reports, and research articles by modeling annotation, summarizing, and critique strategies.
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Support Students in Writing Like Mathematicians: Encourage precise, purposeful writing through authentic tasks like data analysis reports, mathematical arguments, and collaborative explanations.
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Facilitate Structured Mathematical Dialogue: Create opportunities for students to discuss, critique, and refine mathematical ideas using evidence-based reasoning and professional terminology.
By leveraging these tools, schools can foster environments where students develop mathematical reasoning and communication skills through intentional literacy practices.
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New ODE Research Brief: Math Self-Efficacy in 4th grade Mathematics
A recent research brief from the Oregon Department of Education (ODE) explores how formative instructional practices influence 4th grade students’ math self-efficacy—and how that self-efficacy, in turn, impacts achievement on statewide assessments.
Using data from over 22,000 students who participated in both the 2023–24 SEED Survey and the OSAS math test, the study found that students with higher math self-efficacy consistently performed better on summative assessments. Two key classroom practices, opportunities for math feedback and help, and opportunities for math discussion, were shown to positively influence self-efficacy, with math discussion having a significantly stronger impact.
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Upcoming OCTM Session: Building Thinking Projects
Dive into project-based curriculum design using Peter Liljedahl’s Building Thinking Classrooms principles. Participants will develop authentic units that integrate inquiry-based instruction, metacognitive practices, and community circles. By the end of the session, you'll walk away with a draft of a project-based unit that includes both formative and summative thinking classroom activities.
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K–2 Math Manipulatives & Tools Survey
Smarter Balanced is currently exploring the development of instructional lessons to support K–2 educators. As part of this initiative, the organization is gathering input on which manipulatives and tools are often available in classrooms across the region.
ODE and Smarter Balanced have released a brief survey to collect input on the materials and resources typically available in K–2 classrooms. The feedback collected will help ensure that future instructional materials are both practical and widely usable.
The survey should be completed by October 24, allowing time to share results with Smarter Balanced by October 31.
For questions or additional information, please contact Sody Fearn, ODE K–2 Balanced Assessment Specialist.
Image: Linking cm Cubes by Annielogue, via Wikimedia Commons.
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Upcoming Screening of Counted Out
The Northwest Regional Education Service District invites educators to a virtual screening of Counted Out, a documentary that examines the intersection of mathematics education and equity.
The screening will take place on Wednesday, October 29, 2025 at 4:00 PM, and aims to spark dialogue around inclusive practices and systemic change in math education. More information and RSVP details are available here.
Join the 2025-26 Oregon Math Leaders Network
The Oregon Math Leaders Network is a community of math practitioners who work together to implement and support math teaching and learning in Oregon. Participants include teacher leaders, TOSAs, program administrators, college faculty, and math community partners. If you identify as a math leader, you are invited! The 2024-25 virtual meetings will continue to take place on the third Thursday of each month at 8:30 AM on Zoom.
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Join the Math Coaching and Leadership Network (MCLN)
The Math Coaching and Leadership Network (MCLN) is a free, statewide network supporting K–16 mathematics educators and leaders across Oregon. MCLN focuses on advancing equitable mathematics education while fostering collaboration and innovation. Monthly meetings are held on Zoom the second Thursday of each month from 8:30–9:30 AM PT (October’s meeting will be on the first Thursday).
From October through January, sessions will feature a book study on Rethinking Disability and Mathematics, with author Rachel Lambert joining in January. February through May will include presentations, requested topics, and peer-to-peer collaboration. Participation is recommended for math specialists, TOSAs, math-focused administrators, and special education colleagues attending with an MCLN member. Special education colleagues are welcome to join the book study and must register through PDNetworks to receive meeting links.
Building Thinking Classrooms Virtual Meetings
Clackamas and Multnomah ESDs are hosting monthly virtual meetings from October through May to support the growth and innovation of Building Thinking Classrooms (BTC) practices across Oregon. These 45-minute sessions, held on Mondays from 4:00–4:45 PM, include breakout groups tailored for coaches, TOSAs, and K–12 teachers focusing on multilingual learners, advanced BTC routines, and elementary adaptations. Educators and instructional leaders interested in deepening BTC implementation are encouraged to join.
If you have an opportunity or announcement to share statewide, please contact the ODE Math Team.
The materials contained in the Department of Education’s Oregon Math Educator Update are drawn from both internal and external sources and inclusion of external materials does not necessarily indicate Oregon Department of Education endorsement.
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