Teaching Math and Teaching Reading - What's the Connection?

What if we taught primary level math like we teach primary level reading - guided reading, reading workshop, literacy work stations? What would that look like?

Guided Math Groups: The groups would be flexible and would be based on the needs of the students. I like Michael Battista's Cognition-Based Assessment and Teaching series. In these books, Battista explains the developmental levels students progress through as they develop mathematical understanding.

Math Workshop: The mini-lesson would focus on a concept or a skill that mathematicians use. It could be a time to introduce and reinforce the Mathematical Practices. As students move off to practice the skill, they will do it at their developmental level. This cannot be done by "differentiating" with a reteach or an enrichment level worksheet; rather, students work on problems that are interesting and important. The teacher conferences with students and coaches them to stretch their thinking.

Math Work Stations: Students practice math skills with partners during this time. The work stations are differentiated to meet the needs of the students in the class. The stations are engaging and attend to the important work of the grade level.

By using this method, students will be more engaged, gaps in learning can be identified and addressed, and teaching is focused on each student's zone of proximal development.

"What do you recommend we do about it?"

This was the question my vice-principal asked me as I explained how the math textbook we are currently using doesn't align to the Common Core. Great question! Trashing the textbook is not an option, so I pondered where to start that would give teachers a entry point into the changes needed. Starting with the end goals for student learning seems to be a starting point for discussions. These are the questions and ideas that I'd love to discuss with the teachers at my grade level.

•  What do we need our students to understand and be able to do by the end of the year?
• Do the assessments that we are currently using match what students need to understand and be able to do based on the CCSSM? 
• If the assessments do not match what students should learn and be able to do, then this is a good starting point. 
• Once we decide what students need to understand and be able to do, we can create assessments and then lessons to support our final goals. Some of the lessons in the textbook may support the learning. Others might not. Lessons that do  not support what students should know and be able to do should not be used. 
• Lessons should support all learners as they develop mathematical skills and understanding. They should include manipulatives and many opportunities for students to demonstrate and explain their thinking.
• How will we measure what students already know and understand about the CCSSM in the beginning of the year?
• How will we measure if students have mastered the standards at the end of the year?

I'd also love to talk about how children learn math. But I'll save that for another day.