MPP staff created a professional development model based on our 5 foundational principles, which align to the Common Core Mathematical Practices, to facilitate teachers’ understanding and use of best practices.

MPP Principle | Standard(s) for Mathematical Practice Aligned to Principle |
---|---|

Principle 1: Building Mathematical DiscussionsUsing academic language to reason about, explain, and justify mathematical ideas builds understanding and the capacity to make mathematical arguments. |
CCSS Mathematical PracticeConstruct viable arguments and critique the reasoning of others. |

Principle 2: Making SenseMaking sense of the mathematical meaning of words, symbols, and diagrams in contextualized and decontextualized problems is fundamental to finding and evaluating solutions. |
CCSS Mathematical Practice(s)Make sense of problems and persevere in solving them. Attend to Precision. |

Principle 3: Confronting PitfallsContrasting mathematical reasoning with and without pitfalls builds conceptual understanding and prompts students to self-monitor and self-correct. |
CCSS Mathematical Practice(s) Reason abstractly and quantitatively. Make sense of problems and persevere in solving them. Construct viable arguments and critique the reasoning of others. |

Principle 4: Visualizing and ConnectingDiscussing relationships among mathematical ideas using visual, verbal, and symbolic representations builds robust conceptual understanding. |
CCSS Mathematical Practice(s)Model with Mathematics Reason abstractly and quantitatively. Use appropriate tools strategically. |

Principle 5: Capturing Key IdeasCreating a strategic public record of key mathematical ideas as they are being discussed helps students understand, summarize and remember those ideas. |
CCSS Mathematical Practice(s)Look for and make use of structure. Construct viable arguments and critique the reasoning of others. |

MPP has the capacity to train district curriculum committees to create lessons within each unit that will incorporate MPP materials and best practices aligned to the standards in each unit. The end result will be that districts will not only have the “what to teach” defined in their curriculum, but also a wealth of resources around “how to teach.”