OGAP Math

Mathematics Instruction at Arab Primary School

Mathematics instruction at Arab Primary School is based upon Alabama College and Career-Ready Standards (ACCRS) for Mathematics, the Eight Standards for Mathematical Practice, the Learning Progressions Framework Designed for Use with Common Core State Standards in Mathematics K-12, and its partnership with Alabama Math, Science, and Technology Initiative (AMSTI) and the Ongoing Assessment Project (OGAP).

The Alabama College and Career-Ready Standards are a set of shared goals and expectations for the knowledge and skills students need at each grade level so they can be prepared for success in college, career, and life. These standards, along with the Eight Standards for Mathematical Practice and the Learning Progressions Framework, focus on providing students with experiences to deepen their understanding of mathematics and gaining a stronger foundation in thinking, reasoning, and problem-solving. Through the school’s partnership with AMSTI and OGAP, the math coach and teachers are provided continuous support and professional development for best instructional practices in mathematics. OGAP is a systemic and intentional formative assessment system in mathematics grounded in the research on how students learn mathematics. This continuous growth in the understanding of how students learn mathematics helps provide teachers with a clear progression of learning goals, how students’ thinking develops, and learning activities that move students along the pathway towards achieving these goals.

In conjunction with the above entities and continually collaborating and seeking growth in mathematics instruction , the teachers at Arab Primary School work to provide learning environments that engage all students in meaningful learning opportunities through individual, teacher facilitated small group, and collaborative experiences on a daily basis; as well as an environment where productive perseverance and learning from their mistakes is encouraged.  This is done through facilitating mathematical discourse, posing purposeful questions to foster higher order thinking, eliciting and using evidence of student thinking, and the use of concrete and representational models during number talks, counting routines, intentional tasks, and station work.