In this last chapter, there's a list of questions (p. 247-248) adapted from reading strategies which can help guided math instruction...
- Are students expected to construct their own meaning?
- Are students encouraged to have ownership of their problem solving?
- Are students encouraged to do problem solving for authentic purposes?
- Are students encouraged to do voluntary mathematics, selecting tasks for themselves, pleasure, or for personal goals?
- How is math instruction scaffolded in your classroom?
- Do you build a rich, mathematically literate environment in your classroom?
- Do you encourage students to see the big picture, make vital connections vs. isolated pieces of math?
- Is forgiveness granted? Is making mistakes part of learning? Is doing math seen as a dynamic process that incorporates planning, drafting, revising, editing, & publishing?