The San Diego County Office of Education provides direct services to districts, collaborates with projects and agencies, disseminates materials and resources to support K-12 mathematics literacy, and supports student achievement through district, region, and state professional development programs. These activities provide the ongoing training in methodology, curriculum, technology, and assessment that teachers need to provide students throughout the county with a quality mathematics education.
- Learning Opportunities
- Worth the Read
- Curated for the Classroom
- Newsletter Archive
New opportunities will be added as they are available. If you have a learning opportunity for math educators and leaders, email email@example.com.
If you have experienced the powerful learning for both teachers and students through lesson study, this is your opportunity to deepen your understanding of effective ways to start, facilitate, and support a CANMEE lesson study team with a dual focus on students (equity) and math. Workshops held virtually on March 4, 11, 18, 25 from 4PM to 6PM. Registration information is available at CMPSO.org under the CANMEE link.
Join our UC San Diego math teacher leaders to learn effective ways to teach challenging middle school mathematics; fraction division, sampling, probability, slope, similarity, and geometry. Workshops are held virtually for educators of grades 6-9 on Saturdays: Feb. 10, March 2, and 9, from 9 AM to 12 PM. Registration information is available here.
Join our UC San Diego math teacher leaders to learn research-based and classroom-tested strategies to ensure students understand and can apply multiple strategies for multiplying and dividing part/whole fractions. Held virtually for grades 3-6 educators on Saturdays: Jan. 27, Feb. 10, 24 from 8 AM to 11 AM. Registration information is available here.
Designed for math coaches, specialists, TOSAs or similar roles, this group meets throughout the year to discuss coaching, leading professional learning, and instructional practices.Join us Nov. 28 and May 9. Save the dates and look for details to register.
Sponsored by SDSU and the CGI Professional Development Collaborative, join as many as nine different online sessions offered throughout the school year by experts in the field of mathematics education. View the complete descriptions here and register here to learn from Melissa Soto, Randy Philipp, Jennifer Rolf, Stephanie Sullins, Vicki Jacobs, Nick Johnson, Rachel Matteson, Sanjana Bryant, and Alison Williams.
Virtual Math Coaches Professional Learning Network (VMC PLN) is beginning a new year. Facilitated by two Mt. Holyoke instructors in the Math Leadership Program, this free network brings together math leaders from all over the nation to discuss issues that are important to the group. Sessions are recorded and archived if you miss one. Find out more and register here for the first one in September.
"New this week" Education Week’s Sarah Schwartz writes about 6 Components of Effective Math Games, a new project from the mathematics team at WestEd. Looking ahead, the team plans to “measure games’ effect on students’ test scores and math confidence” - which could be a game changer for what math classes look like everywhere.
A post from Marilyn Burns on the difference between a number talk and a lesson offers a thoughtful reflection on the value of number talks as well as how to differentiate between the two structures and purposes.
The 74 shares the results of polling the top 20 schools about their requirements and found that even as Caltech drops Calculus requirement, other colleges continue to expect hard-to-find course.
From Edutopia, Steven Goldman and Maggie Rosenbaum share The Power of One Good Math Question in engaging elementary students in critical thinking in math class.
Jenna Laib shares about that time I couldn’t hear and her learning about (dis)ability and accessibility in math class. Full of resources and ideas, this is one post worth rereading and considering how we create accessible environments for all of our students: “I remember how my deaf ASL teacher in high school told me that it’s not that he was longing to hear so much that he was longing for an accessible environment.”
The Conversation offers a new look at dual enrollment and the benefits of providing access to college courses for high school students, with one caution - be mindful of persistent equity gaps in access.
Freakonomics author, Steven Levitt states ‘Objections to data science in K-12 education make no sense’ in his latest Fortune article.
Drs. María del Rosario Zavala and Julia Aguirre have just released their compilation Cultivating Mathematical Hearts. Focused on elementary classrooms experiences, this text offers an in depth look at the framework for culturally responsive mathematics teaching in order to transform your students’ experiences.
The Math Revolution You Haven’t Heard About shares a unique rethinking of calculus upon a realization that the way calculus is being taught “is serving no one,” and a desire to “yank calculus instruction into the 21st century”. From college and university faculty on both coasts, this collaborative work shows promise in helping students broaden their definition of math and see themselves as mathematicians.
From Betina Hsieh, A Matter of Respect looks at current research why teachers are leaving the profession, and provides three ways to make and communicate respect. The ideas Hsieh shares to “humaniz[e] workplaces that respect educators' identities, perspectives, and professionalism” come from current investigations and listening campaigns.
As students return to school you might notice an uptick in "I'm bad at math" sentiments, both at home and in class. It’s taken me a while to learn there are things we can do to change the narrative. Check out Rewriting the Story of Math: Tips for Changing Negative Math Mindsets and consider sharing with colleagues other ideas for changing the narrative.
If you’re looking to support others in unlearning the “learning styles” myth, you may find Edutopia’s Common Myths About Learning to have valuable insights. Be sure to stick around, though, for the other two myths and how teachers can rethink testing and memory.
If you’re looking for inspiration to think outside the box on math education, you don’t want to miss the latest from the 74 in From Bus Stops to Laundromats, Cities Embrace Play to Help Kids Learn. Somewhat reminiscent of Public Math and PlayMath efforts, there is an abundance of opportunity if we rethink where learning takes place and how playful learning can be.
Curious about early and off-list math instructional materials adoption given the recent 2023 California Math Framework adoption? Dive into the two blogs from California Curriculum Collaborative to learn more about adopting now versus waiting for the approval of new materials.
The Desmos Art contest is back! Submissions are due by January 15th, with new tools to use, a new category for first time participants, and audio capabilities!
Looking to get your students playing Nim, but you don’t know how to introduce it? Look no further than this short episode that shares about the history and how to play.
From Fawn Nguyen’s love of this prompt in arithmetic, she has built a set to build understanding of decimal multiplication by harnessing the power of structure in mathematics.
Chris Nho continues to inspire joy in finding connections between math and art. Check out his latest Desmos Activity Builder designed for play with truchet tiles in a card sort.
Mathigon’s Polypad just got upgraded. Check out the Function Machine under the Algebra tools and this video of how you can make the concept of functions more visual for your students.
The electronic version of the pattern machine is back, with a new online home, ready to delight your students and community members in a digital space.
Ever wish that you could combine the job of Polypad’s Pattern Blocks with Desmos’ Challenge Creator? Kathy Henderson has shared Pattern Block Challenge Creator to give your students the winning combination.
SDG&E is providing $250,000 in shareholder funds as matching dollars to help teachers supplement classroom learning with STEM projects, as well as racial equity and inclusion education, through DonorsChoose.
Grants to sixth through twelfth grade teachers at public schools to enhance science, technology, engineering and math (STEM) learning. Funding is intended to increase student success rates in STEM fields by introducing creative project-based learning experiences that will make STEM instruction innovative and fun.
Grants from GSDMC are available to local educators and awarded on a rolling basis to support teachers during the pandemic. From integrating technology to providing manipulatives and supporting access and equity for all students, GSDMC has a grant or scholarship for you.
Gravely & Paige Grants for STEM Teachers
Grants up to $2,000 for elementary and middle school science, technology, engineering, and mathematics (STEM) teachers to promote STEM innovation in classrooms, with an emphasis on academic programs.
"New this week" Math for Love is launching another project, K - 3 Puzzle Decks. While the decks aren’t quite available for purchase, you can join the interest list or print your own copies. Reviewers claim these puzzles are great for all ages, and we’re excited to try them out ourselves!
The newest Math for Love game (for ages 4+) is now available! Rolly Poly is an action-based math game, filled with jumping, stomping, clapping, laughing silly fun, and it also connects all that playfulness to learning numbers, counting, and addition.
California State Board of Education approved the new math framework on July 12, releasing this public statement that provides an overview of the nearly 1,000-paged document. The final version can be reviewed on the Mathematics Framework page. The network of county offices of education are working diligently to create resources and supports for math leaders and teachers to use and understand the new framework. Join one or more of the local math leaders networks and look for updates here as we have more information.
SUM OF IT ALL PODCAST
Join Audrey Mendivil and Mark Alcorn in an asynchronous book club for teachers and leaders. Read along with us by either previewing or reviewing a chapter of the selected book in the podcast and continue the conversation on Twitter using #SumMathChat or email us at Sumofitallpodcast@sdcoe.net. New episodes air on Fridays starting in September 2023.
Most educators have spent time thinking about the ways we learn, but how many of us have spent time thinking about the ways we unlearn? Join us as we read Unlearning: Changing your beliefs and our classroom with UDL by Allison Posey and Katie Novak and discover ways to unlearn the beliefs, assumptions and teaching practices that are no longer serving our students well in math classes.
Are some people really "math people" and others aren't? What does it take to expose and dismantle the stereotypes, negative mindsets and systemic opportunity gaps in math education? Join us as we read and discuss Lidia Gonzalez's book Bad at Math? Dismantle harmful beliefs that hinder equitable mathematics education.
Standardized tests have been driving curriculum and instruction decisions in mathematics for decades, so how can we rethink our focus on big data in a way that transforms math teaching and learning and the experiences our students have in math class? Join us as we read and discuss Shane Safir and Jamila Dugan’s Street Data: A next-generation model for equity, pedagogy and school transformation with a math lens.
- Play Math!
- Mathematics Resources and Networks
- Universal Design for Learning in Mathematics
- Adoption of Mathematics Instructional Materials
When we leverage play in the context of patterns, shapes and numbers, we can create an environment that allows us to experience the joy and beauty of mathematics in a safe space, trying out new ideas without risk. Math play can be structured (a game with specific rules) or unstructured (using shape tiles to create something), and, when designed thoughtfully, it can leave behind mathematical residue that can be drawn upon indefinitely. When we create the opportunity for students to play math, we open the door to endless possibilities, uncovering the mathematical connections that exist all around us.
Learn more about the Play Math! card deck, who the authors are, and what the themes are all about or join us at an upcoming event to experience it yourself! Check out the Lending Library to download a complete card deck.
Updated Events for 2022-2023 to be posted Soon.
TK-12 Math Leaders Network
Designed for math coaches, specialists, TOSAs or similar roles, this group meets throughout the year to discuss coaching, leading professional learning, and instructional practices.
- Nov. 28. 2023
- May 9, 2024
“A Pathway to Equitable Math Instruction” is an integrated approach to mathematics that centers Black, Latinx, and Multilingual students in grades 6-8, addresses barriers to math equity, and aligns instruction to grade-level priority standards. The Pathway offers guidance and resources for educators to use now as they plan their curriculum, while also offering opportunities for ongoing self-reflection as they seek to develop an anti-racist math practice. The toolkit “strides” serve as multiple on-ramps for educators as they navigate the individual and collective journey from equity to anti-racism.
California Mathematics Frameworks
The state mathematics framework consists of grade level, and course specific chapters designed to guide teachers in curriculum development and instruction. In addition, there are multiple appendices which provide support for all educators in the many facets of implementing the state standards for mathematics.
A carefully vetted collection of resources including high-level mathematics tasks, and videos that support understanding of the progression of mathematical ideas within the domains of the California Standards for mathematics.
Illuminations: Resources for Teaching Mathematics
This website contains lessons and activities that have been developed in alignment with the National Council of Teachers of Mathematics Principles and Standards for School Mathematics, and the Common Core State Standards for Mathematics.
Parent Roadmaps to the Common Core Mathematics Standards
These roadmaps in mathematics provide guidance to parents about what their children will be learning and how they can support that learning in grades K-8.
National Council of Teachers of Mathematics
The world's largest mathematics organization that serves as the public voice of mathematics education.
California Mathematics Council
An organization that promotes professional activities, engages in communicating with educators, parents, and legislative bodies, and supports increasing the diversity of leadership in mathematics education at the local, state, and national level.
Greater San Diego Mathematics Council
A community dedicated to promoting students' appreciation and competency with mathematics, and supporting educators in illuminating this vision for students.
Center for Research in Mathematics and Science Education
An interdisciplinary community of scholars at San Diego State University dedicated to advancing mathematics and science education at local, state, and national levels.
Rethinking mathematics instruction to honor student thinking and dismantle oppressive systems is the work of forward thinking educators and organizations. Educators need tools and next steps to interrupt the inequities of traditional mathematics instruction. The Universal Design for Learning (UDL) guidelines can be used as a practical support for each and every student to access grade level mathematics standards. Focusing on the student, honoring the fountains of knowledge they bring, and using UDL as a foundation for shifting mathematics instruction, will prepare our students for the present and future world, in which problem solving and collaboration are the measures of success.
In our UDL professional learning, participants will:
- Broaden their definition of mathematics to encourage productive belief systems.
- Articulate how Universal Design for Learning (UDL) is a response to the myth of average and a resource to plan for the expected variability of learners of mathematics.
- Identify connections between the Standards for Mathematical Practice (SMPs) and Universal Design for Learning (UDL) in order to create a learning environment of productive struggle for all.
- Be prepared to lead a first step of implementation of the Universal Design for Learning (UDL) guidelines to support all students in engaging and demonstrating learning in mathematics.
We have designed asynchronous modules that can be embedded into your professional learning structures, and can provide further customization to each school or district, including in-person and synchronous virtual learning opportunities.
Contact Mark Alcorn for additional information.
Using Mathematical Routines that Honor and Develop Expert Learners
The SDCOE Math Team is available to support you in your math materials review, pilot and adoption. The process begins by articulating the current state of math teaching and learning in your LEA, a vision for math teaching and learning for the future, and then identifying particular needs in materials to support moving from the current state towards the vision.
Frequently Asked Questions
You can find answers to general Instructional Materials FAQs from CDE, or check out our curated Math Materials FAQs below:
Frequently Asked Questions and Answers
The list of approved mathematics curriculum for K-8 is available here. As of 2013, EC Section 60210 was added via AB 1246 (Brownley). It states the following: "(a) Notwithstanding any other law, a local educational agency may use instructional materials that are aligned with the academic content standards adopted pursuant to Section 60605 or 60605.8, including instructional materials that have not been adopted by the state board pursuant to Section 60200.” This means that LEAs can adopt materials not on the approved list. There is no complete listing of all mathematics materials, but EdReports does provide an extensive list of mathematics materials.
It is impossible from our position to fully assess and recommend materials because of the uniqueness of each LEA, and the needs of the teachers, students and families. Each program has strengths and shortcomings. It is important to match these to the strengths and needs of your LEA at the specific time you are looking to purchase new materials. We believe that local teams hold the expertise needed to make these decisions, and we are available to support you on your journey.
We can customize our support to your needs during an adoption process. We’ve developed a tool to help guide you through important steps in the process, which you can access here. As you consider the process, please reach out to us for additional support.
Mark Alcorn, for K-5 support
Audrey Mendivil, for 6-8 support
Mindy Shacklett, for 9-12 support
SDCOE operates the Learning Resource Display Center (LRDC) in Linda Vista which houses instructional materials available for viewing. You can make an appointment to view materials. We highly recommend that you ask in advance if there are particular programs you wish to review, to ensure their availability.
In addition, the staff at the LRDC maintains a list of publisher contact information, and can help you navigate getting review materials delivered directly to your LEA if you prefer.
We are unable to maintain a list of math materials used throughout the county due to the frequency that materials are changed.
We also recognize that the uniqueness of each LEA, and the needs of the teachers, students and families need to be matched to their own materials.
We don’t have any research that supports correlating a specific material to test scores.
EdReports offers various reports to help indicate the degree to which the materials are aligned with CA Standards, both content and practices, which are the targets of the state assessments. A high degree of alignment might indicate a high degree of support for students in preparing them for state assessments. In particular, their reports on Gateways 1 (content standards) and 2 (practice standards) offer information about the materials’ alignment.
We recognize the brilliance and needs of emerging bilingual students, but also that their strengths and needs are variable across the identity marker. We encourage you to consider with your students, teachers and families the unique strengths and needs of your emerging bilingual learners as you work through the important steps towards adoption.
We recognize the brilliance and needs of all teachers, but also that their strengths and needs are variable across the county. We encourage you to consider with your teachers the unique strengths and needs they have as you work through the important steps towards adoption.
In addition, EdReports offers various reports to help indicate the degree of usability of the materials (Gateway 3).
We are unable to maintain a list of math materials that have intervention programs due to the frequency that materials are changed.
As you consider intervention, we recommend reading or watching one or more of the following:
- 13 Thoughts on Math Teaching and Intervention as We Enter the 2021 School Year by Dr. Rachel Lambert
- Centering Our Humanity: Addressing Social and Emotional Needs in Schools and Mathematics Classrooms by TODOS
- Universal Design for Learning at a Glance by CAST
- Taking the First Step in Designing Mathematics Intervention by Achieve the Core
- How to Select Math Intervention Content by Achieve the Core
We are unable to maintain a list of math materials that have technology options (or used with specific devices) due to the frequency that materials are changed.
As you consider technology use in mathematics, we recommend reading or watching one or more of the following:
Effective Technology Use in Math Class by Edutopia
Do We Have to Integrate Technology in the Math Classroom? By Dr. Matt Larson
Demonstrating Conceptual Understanding of Mathematics Using Technology by Achieve the Core
Redefining Teaching and Learning with Technology by Jason Brown (TEDxNorwichED)
The new mathematics framework is currently in process. You can view the timeline here. There will be a materials review after the final SBE approval of the new mathematics framework.