The rise of high-stakes testing and computerized instruction has taken away the joy of teaching and learning in many classrooms. While standardized tests and instructional software have their place, it is important to balance these systems with authentic instruction that emphasizes teacher-to-student and student-to-student interactions.

Furthermore, as advancements in artificial intelligence accelerate, it is now more important than ever to place greater emphasis on developing the skills that make us human. Human skills include critical thinking, communication, and interpersonal skills. By centering instruction on developing these natural human abilities, we not only make the school day more enjoyable, we better equip students to navigate our increasingly automated and complex world.

We are results-driven educators committed to erasing both achievement and opportunity gaps in the math classroom. We believe all students are capable of not only mastering grade-level mathematics and beyond, but also in finding purpose and joy in mathematics.

Our practice is deeply grounded in the principles of Cognitively Guided Instruction (CGI). The first of these principles states that all students possess valuable math knowledge and are capable of extending that knowledge, given the right conditions. As classroom teachers, we have not only witnessed first-hand how incredibly effective this approach is with teaching and learning mathematics, but we have come to deeply value and treasure the lived experiences students share and use to make sense of mathematics.

The traditional approach to teaching mathematics tends to emphasize the memorization of facts and procedures. While procedural math has its purpose, when instruction is only focused on the memorization of facts and procedures, students learn mathematics superficially and with little relevance to their own life. Furthermore, a lack of number sense and problem solving is the reason why many students struggle with algebra and calculus. By emphasizing number sense and problem solving, students make meaningful connections between larger math ideas, while finding purpose and relevance in the math they learn.

Math is deeply connected to science, language, history, technology and the visual arts. By making explicit connections across the subject-areas, students find even greater meaning and value in mathematics.

Teacher-student relationships and classroom management are indisputable features of effective teaching. Setting the stage for active participation and collaboration requires teachers to take genuine interest in their students while ensuring a structured and organized classroom.

We believe in teacher-driven professional learning communities (PLCs). As classroom teachers, we have experienced first-hand the benefits of working with teacher colleagues to dramatically improve outcomes for students.

Shifting to a student-centered teaching environment requires time, practice and patience. For this reason, we believe that teachers need all the support they can get in terms of professional learning, instructional coaching, time for planning, and materials/resources they find relevant and purposeful. Furthermore, teachers need to feel trusted and supported by their school leaders as they make such critical instructional shifts.