Teaching Mathematics in the Visible Learning Classroom, Grades 6-8

John Almarode is a professor of education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. John started as a mathematics and science teacher in Augusta County, Virginia. John has written multiple books, book chapters, papers, and reports. His collaborative work with colleagues on what works best in teaching and learning includes How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press.Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.Joseph Michael Assof is a high school and community college mathematics teacher and the math department chair at Health Sciences High and Middle College in San Diego, CA. He is also an educational consultant and presents internationally on a wide array of topics including teacher clarity, mathematics teaching and learning, visible learning, and more. Joseph coauthored Teaching Mathematics in the Visible Learning Classroom, High School, Teaching Mathematics in the Visible Learning Classroom, Grades 6–8, and The Teacher Clarity Playbook, and his classroom is featured in a number of Visible Learning for Mathematics, Grades K–12 videos. Joseph holds bachelor’s and master’s degrees in mathematics and a doctorate in Educational Leadership with an emphasis in Mathematics Teacher Leadership. Mathematics and mathematics education are Joseph’s second passion—his first being his two beautiful boys, Joseph Fred and Jamie Beau.Sara Delano Moore is an independent mathematics education consultant at SDM Learning.  A fourth-generation educator, her work focuses on helping teachers and students understand mathematics as a coherent and connected discipline through the power of deep understanding and multiple representations for learning. Sara has worked as a classroom teacher of mathematics and science in the elementary and middle grades, a mathematics teacher educator, Director of the Center for Middle School Academic Achievement for the Commonwealth of Kentucky, and Director of Mathematics & Science at ETA hand2mind. Her journal articles appear in Mathematics Teaching in the Middle School, Teaching Children Mathematics, Science & Children, and Science Scope. John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and 10 Mindframes for Visible Learning. Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.

• List of VideosAcknowledgmentsAbout the AuthorsIntroductionWhat Works BestWhat Works Best WhenThe Path to Assessment-Capable Visible Learners in MathematicsHow This Book WorksChapter 1. Teaching With Clarity in MathematicsComponents of Effective Mathematics LearningSurface, Deep, and Transfer LearningMoving Learners Through the Phases of LearningDifferentiating Tasks for Complexity and DifficultyChecks for UnderstandingProfiles of Three TeachersReflectionChapter 2. Teaching for the Application of Concepts and Thinking SkillsMs. Halstrom and Circles and CylindersMs. Fernandez and Systems of Linear EquationsMr. Singh and IntegersReflectionChapter 3. Teaching for Conceptual UnderstandingMs. Halstrom and Circles and CylindersMs. Fernandez and Systems of Linear EquationsMr. Singh and IntegersReflectionChapter 4. Teaching for Procedural Knowledge and FluencyMs. Halstrom and Circles and CylindersMs. Fernandez and Systems of Linear EquationsMr. Singh and IntegersReflectionChapter 5. Knowing Your Impact: Evaluating for MasteryWhat Is Mastery Learning?Ensuring Tasks Evaluate MasteryEnsuring Tests Evaluate MasteryFeedback for MasteryConclusionFinal ReflectionAppendicesA. Effect SizesB. Teaching for Clarity Planning GuideC. Learning Intentions and Success Criteria TemplateD. A Selection of International Mathematical Practice or Process StandardsReferencesIndex