A Framework for Thinking Through a Unit: Implications for Task, Instructional Practices and Student Outcomes

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Abstract/Description:

The Comprehensive Mathematics Instruction Framework developed by the BYU Public School Partnership informs teachers in making decisions regarding the selection and sequencing of tasks, in implementing instructional practices that intentionally align with the nature and purpose of tasks (e.g., level of cognitive demand), and in assessing expected student outcomes. Classroom video and student work will be used to illustrate the Framework.


Location: NCSM Annual Conference, San Antonio, Texas
Presenter:

Scott Hendrickson and Sterling Hilton, Brigham Young University