Resources
10 Summer Reads for Teachers
Your friends at Big Ideas Learning have put together a list of summer reading options that should...
Math & YOU K-5
Why Big Ideas Learning?
California Math & YOU is Coming to the Golden State!
Introducing California Math & YOU
California Math & YOU is designed to empower teachers and accelerate learning for ALL students. With an emphasis on conceptual thinking and problem-solving, students are encouraged to make stronger connections and develop a deeper understanding of mathematical concepts. Meanwhile, teachers have the resources needed to effectively plan, teach, and assess with ease. With a singular focus on mathematics, Big Ideas Learning is uniquely qualified and committed to supporting math educators and students at every step of their California Math & YOU journey.
Because math is what we do!
Big Ideas Learning is uniquely qualified and committed to supporting you at every step along your Math & YOU journey.
.png?width=300&height=219&name=M_Y%20-%20Primary%20Logo%20(low%20res).png "M_Y - Primary Logo (low res)")
Because Math is What We Do!
With a singular focus on mathematics, we are uniquely qualified and committed to supporting students and teachers at every step along the Math & YOU journey.
Written by renowned author, Dr. Ron Larson, and his expert authorship team, Math & YOU is a seamless and comprehensive program with cohesive and meaningful math progressions from kindergarten through Algebra 1.
Meet the Math & YOU Authors
Ron Larson, Ph.D.
Lead Author Grades K-12
Ron Larson, Ph.D., is an award-winning math textbook author whose student-friendly programs are known for clarity, focus, coherence, rigor, and student self-reflection. Ron’s commitment to making math accessible and relevant to all students is his singular purpose.
Laurie Boswell, Ed.D.
Grades K-2
Laurie Boswell, Ed.D, is a nationally recognized educational speaker and author. she has over 35 years of teaching experience ranging from elementary to higher education. Since 1992, Laurie has co-authored numerous successful math series with Ron and has held significant leadership positions in NCTM, NCSM, and CPAM among others.
Nick Lopez, M.A.Ed.
Grades 3-8
Nick Lopez, M.A.Ed. is a K-8 Mathematics Specialist in Central California, with extensive classroom teaching and math coaching expertise. His inspiration stems from leadership efforts to improve the mathematical experience for all students so that greater opportunities for students’ success in math abound. Nick has served in several leadership roles within the California Mathematics Council on the Section and State Boards, including the Central Section Vice President.
Dr. India White, Ed.D.
Grades K-12
India White, Ed.D., is a highly regarded speaker, author, and mentor coach who has served as a classroom math teacher, math coach, and Assistant Principal. She is also a Florida Council of Teachers of Mathematics Board Member and serves as their Access and Equity Chair. India’s mission is to bridge the achievement gap by developing effective strategies to incorporate equitable math practices into the classroom.
Meet the Math & YOU Contributors
Nick Lopez, M.A.Ed.
Nick Lopez, M.A.Ed. is a K-8 Mathematics Specialist. Dr. Lopez currently serves on the California Mathematics Council State Board as a membership committee co-chair.
Nick Lopez, M.A.Ed.
Nick Lopez, M.A.Ed. is a K-8 Mathematics Specialist. Dr. Lopez currently serves on the California Mathematics Council State Board as a membership committee co-chair.
Nick Lopez, M.A.Ed.
Nick Lopez, M.A.Ed. is a K-8 Mathematics Specialist. Dr. Lopez currently serves on the California Mathematics Council State Board as a membership committee co-chair.
Nick Lopez, M.A.Ed.
Nick Lopez, M.A.Ed. is a K-8 Mathematics Specialist. Dr. Lopez currently serves on the California Mathematics Council State Board as a membership committee co-chair.
Nick Lopez, M.A.Ed.
Nick Lopez, M.A.Ed. is a K-8 Mathematics Specialist. Dr. Lopez currently serves on the California Mathematics Council State Board as a membership committee co-chair.
Nick Lopez, M.A.Ed.
Nick Lopez, M.A.Ed. is a K-8 Mathematics Specialist. Dr. Lopez currently serves on the California Mathematics Council State Board as a membership committee co-chair.
Contributing Specialists and Reviewers
Big Ideas Learning is appreciative of the mathematics education and instruction experts who served as our advisory panel, contributing specialists, and reviewers during the authoring of Math & YOU. Their input has been an invaluable asset and inspiration throughout the development of this program.
- Sophie Specjal, Ph.D., Faculty of Education – Senior Lecturer, Melbourne School of Education, Melbourne, Australia, Visible Learning Consultant
- Michael McDowell, Ed.D., Superintendent, Ross, CA, Consulting Reviewer
- Courtney Nagle, Ph.D., Associate Professor of Mathematics Education, Penn State Erie, The Behrend College, Erie, PA, Consulting Reviewer
- Jen O’Ryan, Ph.D., Organizational Strategy – Diversity, Equity, Inclusion, and Belonging, Seattle, WA, Consulting Editor
- Annie Hsu, Middle School Math Teacher, Sierra Madre, CA, Field Test
- Robin Amrine, National Education Consultant, CA, Advisory Panel
- Mary Brese, Math Teacher, Educational Consultant, Content Contributor, Moore, OK, Advisory Panel
- Lexie Davis, High School Math Teacher, Santa Rosa, CA, Advisory Panel
- Matthew Dustan, Superintendent, Consultant, Yreka, CA, Advisory Panel
- Michelle Dyson, Ed. D., Math Curriculum and Instruction Supervisor, Fort Washington, MD, Advisory Panel
- Mikiruka Ene, Middle School Math Teacher, Compton, CA, Advisory Panel
- Michelle Gray, K-5 Math Specialist, Carthage, NC, Advisory Panel
- Jayme Hamilton, Elementary Teacher, Grade 4, CA, Advisory Panel
- Gretchen Hochhausler, M.Ed. Middle School Math & Science Teacher, Washington, DC, Advisory Panel
- Katie Isch, Principal, Adams Central Middle School, Monroe, IN, Advisory Panel
- Kristen Karbon, Curriculum and Assessment Coordinator, Troy, MI, Advisory Panel
- David Mattoon, Instructional Coach, CA Advisory Panel
- Kathy Maxwell, Associate Superintendent of Instruction, Westlake City, OH, Advisory Panel
- Chelsae McCabe, Math Teacher, NJ, Advisory Panel
- Shanna Meyer, 9-12 Mathematics Teacher and Instructional Coach, Holland, MI, Advisory Panel
- Kindra O’Hare, Elementary School Teacher, Orange, CA, Advisory Panel
- Jamie O’Reilly, Kindergarten Teacher, Eureka Union School District, CA, Advisory Panel
- Rhonda Peterson, Director of Curriculum, Instruction, and Assessment, Indianapolis, IN, Advisory Panel
- Mary Jane Pridgeon, Secondary Mathematics Teacher, Bedford, MI, Advisory Panel
- Mary Sechser, High School Math Teacher, CA, Advisory Panel
Student Reviewers
- Moses Andrawes
- Kiaya Ashe
- Elenora Babo
- Natalie Beck
- Amelia Bickel
- Connor Campbell
- Keira Carroll
- Aleena Collins
- Adelaide Dangel
- Joey DiBacco
- Brady Evans
- Connor Funk
- Finley Galante
- Arabella Gaston
- Gabriel Glenn
- Nate Guli
- Parker Lewandoski
- Jack Lombard
- Carter Longstaff
- Kylie Menanthongchanh
- Ian Minman
- Makenna Minnear
- Allison Mumford
- Owen Olson
- Elijah Perrin
- Amorae Prather
- Aubriella Rivera
- Louisa Rodgers-Genuardi
- Jarred Rodriguez
- Keaton Rothhar
- Dylan Saindon
- Jonah Sloane
- Tsadik Smith
Articles from the Authors
Professional Development
Big Ideas Learning’s Mathematics Teaching Practices Series: Implementing Tasks That Promote Reasoning and Problem Solving
Essential mathematics teaching practices found in the National Council of Teachers of Mathematics...
Professional Development
Big Ideas Learning’s Mathematics Teaching Practices Series: Establishing Mathematics Goals to Focus Learning
Explore the eight research-based essential Mathematics Teaching Practices found in NCTM’s...
Events
Hear from the Authors
Equity & Access Webinar with Dr. India White
Nov 9, 2023
03:00pm - 4:00pm
Webinar With Author Laurie Boswell
Jan 25, 2024
02:00pm - 3:00pm
Webinar With Author Nick Lopez
Feb 13, 2024
300pm - 4:00pm
Oct 18 @ 2:00 PM
Small Group Instruction Webinar
K-8, Hosted by Amanda Shelley
A Research-Based Program
Ron Larson and his expert authorship team developed Math & YOU based on proven mathematics instructional approaches and research-based strategies for students and teachers alike. The program’s instructional design and pedagogical foundation follow the research-based principles and best practices outlined in the most prominent and widely accepted educational research, including components of Professor John Hattie’s Visible Learning research. This pedagogical basis helps form a clear, comprehensive, and vertically aligned solution for YOU.
Mahoney, J.L., Durlak, J.A., & Weissberg, R.P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100 (4), 18-23.
Rubie-Davies, C. M., Stephens, J. M., & Watson, P. (Eds.). (2015). Routledge international handbook of social psychology of the classroom. Routledge.
Weissberg, R.P., Durlak, J.A., Domitrovich, C.E., & Gullotta, T.P. (2015). Social and emotional learning: Past, present, and future. In J.A. Durlak, C.E. Domitrovich, R.P. Weissberg, & T.P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3-19). New York, NY: Guilford Press.).
White, I., Cha Dre Graham, d., Clyburn, T., Anothony, A., Kudaisi, Q., Foss, Al., Lopez-Valdes, S., & Kunene, N. (2022). Equity counts: Diversity and inclusion for success of all learners.
WIDA. (2020). WIDA English language development standards framework, 2020 edition: Kindergarten–grade 12. Board of Regents of the University of Wisconsin System
Clarke, S. (2005). Formative assessment in the secondary classroom. Hodder Murray.
Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment: Practical strategies for enhancing students’ learning in the primary and intermediate classroom. Auckland, NZ: Hodder Moa Beckett.
Glasson, T. (2009). Improving student achievement: A practice guide to assessment for learning. Curriculum Corporation.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
Hess, K. (2023). Rigor by Design, Not Chance: Deeper Thinking Through Actionable Instruction and Assessment. ASCD.
Friso-Van den Bos, I., Van der Ven, S. H., Kroesbergen, E. H., & Van Luit, J. E. (2013). Working memory and mathematics in primary school children: A meta-analysis. Educational research review, 10, 29-44.
Jones, S.M. & Kahn, J. (2017). The evidence base for how we learn: Supporting students’ social, emotional, and academic development – Consensus statements of evidence from the Council of Distinguished Scientists. Washington, DC: National Commission on Social, Emotional, and Academic Development, The Aspen Institute.
Nunes de Santana, A., Roazzi, A., & Nobre, A. P. M. C. (2022). The relationship between cognitive flexibility and mathematical performance in children: A meta-analysis. Trends in Neuroscience and Education, 28.
Raghubar, K. P., Barnes, M. A., & Hecht, S. A. (2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and individual differences, 20(2), 110-122.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28(2), 147–169.
Cooper, K. (2014). Eliciting engagement in the high school classroom: A mixed-methods examination of teaching practices. American Educational Research Journal, 51(2), 363–402.
Dick, T. P., & Hollebrands, K. F. (2011). Focus in high school mathematics: Technology to support reasoning and sense making. Reston, VA: National Council of Teachers of Mathematics.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.
Lawson, M., & Lawson, H. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83, 432–479.
Smith, M., & Sherin, M. G. (2019). The 5 Practices in Practice: Successfully Orchestrating Mathematical Discussion in Your Middle School Classroom. National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191.
Specjal. S & Hattie, J (2023) Student conceptions of effective teacher talk (In review)
Blackburn, B. R., & Witzel, B. S. (2018). Rigor in the RTI and MTSS classroom: Practical tools and strategies. Routledge.
CAST (2018). Universal design for learning guidelines version 2.2. Wakefield, MA: Author. http://udlguidelines.cast.org
The Danielson Group. (2023). Teaching important content: The case for implementing high-quality instructional materials. Retrieved from https://danielsongroup.org/resources/teaching-important-content-guide/
Jones, R. D.. (2010). Rigor and relevance handbook 2nd edition. International Center for Leadership in Education, Rexford, NY.
National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards Mathematics. National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.
Stein, M. K., Remillard, J., & Smith M. S. (2007). How the curriculum influences student learning. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning. (pp. 319-370). Information Age Publishing, Charlotte, NC.
Wiggins, G., & McTighe, J. (2005). Understanding by design 2nd edition. ASCD.
Bishop, J. P. (2012). She's always been the smart one. I've always been the dumb one: Identities in the mathematics classroom. Journal for Research in Mathematics Education, 43(1), 34-74.
Boaler, J. (2015). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.
Boaler, J., Munson, J., & Williams, C. (2022). Mindset Mathematics: Visualizing and Investigating Big Ideas. Jossey-Bass.
Boaler J., Dieckmann J.A., LaMar T., Leshin M., Selbach-Allen M. and Pérez-Núñez G. (2021). The transformative impact of a mathematical mindset experience taught at scale. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.784393
Boaler, J., & Greeno, J. G. (2000). Identity, agency, and knowing in mathematics worlds. Multiple perspectives on mathematics teaching and learning, 1, 171-200.
Duckworth, A. (2016). Grit: The power of passion and perseverance (Vol. 234). New York: Scribner.
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of personality assessment, 91(2), 166-174.
Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2021). Revisiting the factor structure of grit: A commentary on Duckworth and Quinn (2009). Journal of Personality Assessment, 103(5), 573-575.
Park, D., Tsukayama, E., Yu, A., & Duckworth, A. L. (2020). The development of grit and growth mindset during adolescence. Journal of Experimental Child Psychology, 198, 104889.
Warshauer, H. K. (2015). Productive struggle in middle school mathematics classrooms. Journal of Mathematics Teacher Education, 18, 375-400.
Dunn, K. E., Airola, D. T., Lo, W., & Garrison, M. (2013). Becoming data-driven: Exploring teacher efficacy and concerns related to data-driven decision making. Journal of Experimental Education, 81(2), 222-241
Franke, M. L., Kazemi, E., & Battey, D. (2007). Mathematics teaching and classroom practice. Second handbook of research on mathematics teaching and learning, 1(1), 225-256.
Hattie, John. (2023). Visible Learning: The Sequel: A Synthesis of Over 2,100 Meta-Analyses Relating to Achievement. 10.4324/9781003380542.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. Corwin
Hattie, J., Fisher, D., & Frey, N. (2017). Visible learning for mathematics What works best to optimize student learning Grades K-12. Thousand Oaks, CA:Corwin.
Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students’ learning. Second handbook of research on mathematics teaching and learning, 1(1), 371-404.
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
Marzano, R. J. (2003). What works in schools. ASCD.
Marzano, R. J., Pickering, D. J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD.
McDowell, M. (2017). Rigorous PBL by design: Three shifts for developing confident and competent learners. Thousand Oaks, CA: Corwin.
National Council of Teachers of Mathematics. (2014). Principles to actions : Ensuring mathematical success for all. Reston, VA: NCTM.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202.
Silver, E. A., & Stein, M. K. (1996). The QUASAR project: The "revolution of the possible" in mathematics instructional reform in urban middle schools. Urban Education, 30(4), 476-521.
Simon, M. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal of Research in Mathematics Education, 26: 114-145.
Tan, J. P-L., Koh, E., & Jonathan, C. R. (2018). Visible teaching in action: Using the WiREAD learning analytics dashboard for pedagogical adaptivity. Paper presented at the American Educational Research Association Annual Conference (AERA 2018), 13–17 April 2018, New York, NY, USA. Retrieved from the AERA Online Paper Repository. http://dx.doi.org/10.302/1321813
Van de Walle, J., Karp, K., & Bay-Williams, J. (2018). Elementary and middle school mathematics: Teaching developmentally. 10th ed. Upper Saddle River, NJ: Pearson.
van Es, E.A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM Mathematics Education, 53, 17-27.
Kitto, K., Buckingham Shum, S., & Gibson, A. (2018). Embracing imperfection in learning analytics. In Proceedings of the 8th International Conference on Learning Analytics and Knowledge. Sydney, NSW, Australia, 451–460. New York: ACM. http://dx.doi.org/10.1145/3170358.3170413
Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist,57(10), 1439–1459.https://dx.doi.org/10.1177/0002764213479367
Marsh, J. A., Pane, J. F., & Hamilton, L. S. (2006). Making Sense of Data-Driven Decision Making in Education: Evidence from Recent RAND Research. Occasional Paper. Rand Corporation.
Mor, Y., Ferguson, R., & Wasson, B. (2015). Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology,46(2), 221–229.https://dx.doi.org/10.1111/bjet.12273
Pella, S. (2012). What should count as data for data-driven instruction?: Toward contextualized data-inquiry models for teacher education and professional development. Middle Grades Research Journal, 7(1), 57.
Wise, A. F., & Jung, Y. (2019). Teaching with analytics: Towards a situated model of instructional decision making. Journal of Learning Analytics, 6(2), 53-69.
Wise, A. F., & Vytasek, J. (2017). Learning analytics implementation design. In C. Lang, G. Siemens, A. F. Wise, & D. Gašević (Eds.), Handbook of learning analytics, p. 151–160. Beaumont, AB: Society for Learning Analytics Research..http://dx.doi.org/10.18608/hla17.013
Battista, M. T. (2011). Conceptualizations and issues related to learning progressions, learning trajectories, and levels of sophistication. The Mathematics Enthusiast, 8(3), 507-570.
Clements, D. H., & Sarama, J. (2011). Early childhood mathematics intervention. Science, 333(6045), 968-970.
Clements, D. H, & Sarama J. (2009). Learning and teaching early math: The learning trajectories approach. New York: Routledge.
Cutting, C., & Lowrie, T. (2023). Bounded learning progressions: a framework to capture young children’s development of mathematical activity in play-based contexts. Mathematics Education Research Journal, 35(2), 317-337.
Martínez, M., Castro-Superfine, A., & Stoelinga, T. (2022). A curriculum-based approach to learning trajectories in middle school algebra. REDIMAT –Journal of Research in Mathematics Education,11(1), 5-32.
Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for research in mathematics education, 28(5), 524-549.
Simon, M., & Tzur, R. (2004). Explicating the role of mathematical tasks in conceptual learning: an elaboration of the hypothetical learning trajectory. Mathematical Thinking and Learning, 6: 91-104.
Smith, M. S., & Stein, M. K. (1998). Reflections on practice: Selecting and creating mathematical tasks: From research to practice. Mathematics teaching in the middle school, 3(5), 344-350.
Achieve, ACT, and The College Board.
Biggs, J. B., & Collis, K. F. (2014). Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome). Academic Press.
National Council of Teachers of Mathematics. (2023). Procedural Fluency: Reasoning and Decision-Making, Not Rote Application of Procedures Position. Available at: https://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/.
National Research Council. (2001). Adding It Up: Helping Children Learn Mathematics. Washington, DC: The National Academies Press.
National Research Council. (2007). Taking Science to School: Learning and Teaching Science in Grades K-8. Committee on Science Learning, Kindergarten Through Eighth Grade. R. A. Duschl, H. A.
Rittle-Johnson, B., Schneider, M., & Star, J. R. (2015). Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 27, 587-597.
Ball, D., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497-511.
Ball D. L., & Forzani F. M. (2011). Building a common core for learning to teach: And connecting professional learning to practice. American Educator, 35(2), 17–39.
Hill, H. C., & Papay, J. P. (2022). Building Better PL: How to Strengthen Teacher Learning. Harvard and Annenberg Report. Retrieved from https://annenberg.brown.edu/sites/default/files/rppl-building-better-pl.pdf
Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special?. Journal of teacher education, 59(5), 389-407.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.