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今年，CBE（卡尔加里教育局）推出了我们的K-12数学战略，以帮助学生在数学学习中取得更好的成绩。这个战略指导校长和教师确定适当的行动来改善学校的数学学生成绩。

我们的数据显示，学生和教师在课堂上有数学教练的帮助下受益匪浅。引入跑记录也起到了重要作用，并支持教师评估学生对基本事实的掌握情况。数百名小学教师参加了专业学习机会。

在数学战略的推进中，正在创建资源，将《数学课程计划》中的内容与CBE报告卡的要素相连接。还开发了有关特定主题的6年级和9年级的评估指南，该指南可供教师使用，以实现更一致的评估标准。我们还将创建资源，以便帮助教师向家长传达更复杂的计算熟练度。

2017-18学年实施的主要行动包括：

1. 在课堂中部署数学学习教练。

• 25名数学教练支持42所学校，重点关注5年级、6年级和9年级。他们致力于提高教师的数学教学和评估能力，以及学生的学习能力。教练们的支持集中在数字、形状和空间以及模式和关系三个方面。

2. 在1-9年级的数学课程中超过阿尔伯塔教育部推荐的教学时间。

3. 建立高影响的数学教学和评估实践的共同理解。

• 确定并与教师共享诸如跑记录之类的资源材料。
• 已开发并与校长和教育领导者共享了一个框架。

4. 支持数学专业学习，包括与数学教师、学校支持和个体机会相关的群体。

• 使用涉及54所学校的数学专业学习模型，以及涉及18所学校的校本支持模型。
• 与加利略网络和Werklund教育学院合作开展数学研究系列，支持50名教师。

5. 识别和构建流程熟练度和问题解决的评估资源。

• 数学跑记录资源
• 教师可在课堂上使用的数学讨论资源

6. 在与家庭沟通数学学习方面建立连贯性。

• 创建教师可用于向父母展示他们的孩子在数学学习方面的情况的资源。CBE数学团队为教师创建了一种用于与父母分享关于加法、减法、乘法和除法的数学学习情况的沟通工具。
• 针对教师的数学跑记录评估资源，其中包括视频和演示文稿，帮助他们理解和评估学生的学习情况。
• 支持学校举办面向家长的数学活动，并提供资源和材料。

7. 构建数据集，以指导未来的行动。

• 教师和管理人员调查。
• 学生调查将在春季进行。

如果您对您的学生的数学学习有任何问题，请与您孩子的教师联系。

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​This school year, the CBE has implemented our K-12 Mathematics Strategy to help students be more successful in their math learning. This strategy guides principals and teachers in determining the appropriate actions to take to improve student outcomes in mathematics in their school.

Our data shows that students and teachers are benefitting from having math coaches in the classroom. The introduction of running records has also been significant and supports teachers’ ability to assess students’ knowledge of basic facts. Hundreds of elementary teachers have participated in professional learning opportunities.

As we continue to move forward on the math strategy, resources are being created that connect content from the Mathematics Program of Study to the CBE report card stems. Evaluation guides have also been developed on specific topics for Gr. 6 and 9 that are available to teachers with the intention that these will create more consistent evaluation across schools. We will also be creating resources to support teachers in communicating more complex forms of computational proficiency to parents.

The key actions that have been implemented in 2017-18 include:

1. Deploying math learning coaches in classrooms.

• Twenty-five math coaches are supporting 42 schools with a concentration on grades 5, 6 and 9. They are working on improving teachers’ capacity for math instruction and assessment as well as student learning. The coaches are focusing their support on three areas including number, shape and space, and patterns and relations.

2. Exceeding Alberta Education’s recommended instructional time in Math in Grades 1-9.

3. Building shared understandings of high-impact mathematics instructional and assessment practices.

• Resource materials such as Running Records have been identified and shared with teachers.
• A framework has been developed and shared with principals and educational leaders

4. Supporting mathematics professional learning with groups of math teachers, school-based support, and individual opportunities.

• Using a mathematics professional learning model that involves 54 schools along with a school-based support model that involves 18 schools.
• Participating in a math research series in partnership with the Galileo Network and Werklund School of Education that is supporting 50 teachers.

5. Identifying and building assessment resources for procedural fluency and problem solving.

• Math running records resources
• Mathematical discussion resources that teachers can use in the classroom

6. Building coherence in communicating with families about mathematics learning.

• Creating resources that teachers can use to show parents how their child is doing in their math learning. The CBE mathematics team has created a communication tool for teachers to use when sharing math learning with parents on the topics of addition, subtraction, multiplication and division with parents.
• Math running records assessment resources for teachers that include videos and presentation slides, and help them understand and assess how well students are learning.
• Supporting school-based parent math nights with resources and materials.

7. Building data sets to inform future years’ actions.

• Teacher and administrator survey.
• Student surveying will be done in the spring.

If you have any questions about your student’s math learning, please contact your child’s teacher.