From What They Know to Where They Grow: Activating Prior Knowledge in the Math Classroom

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Session by Dr. Pamela Seda, Reflection by Laura Wagenman, President Elect

Along with the NCTM Effective Teaching Practices, I use the ICUCARE Framework to create equitable experiences for students. These frameworks are critical in planning units, lessons and when making responsive instructional decisions. 

Thus you can imagine my excitement in watching an impactful session by Dr. Pamela Seda at the Make Math Moments Virtual Summit, From What They Know to Where They Grow: Activating Prior Knowledge in the Math Classroom. 

This session focus was on Assess, Activate and build on prior knowledge. The link to the handout can be found here. 

  1. Our assessment practices impact how students feel about themselves as learners and math. If we assess speed only, we are missing out on students’ ability to solve complex problems and think deeply about how math is connected. 

    Our 2022 standards highlight the need for mathematical rigor that includes application, conceptual understanding and procedural fluency. Like the legs of a stool, if one is missing, it will not be solid and likely fall over.

  2. Providing more feedback will support student learning and growth.

    Minnesota STEM Teacher Resource page highlights:

    NCTM Effective Teaching Practices  – Elicit & Use Evidence of Student Thinking 


  3. Assess, Activate and Build Upon Prior Knowledge through questioning 

    This is an asset based, formative assessment strategy that allows teachers to respond to student knowledge and connect to new learning.

    • What do you notice? What do you wonder? 
    • Which one doesn’t belong?
    • What’s the same? What’s different? 
    • What does this remind you of?

    NCTM Effective Teaching Practices – Pose Purposeful Questions

  4. Formative assessment that allows for students to answer the following questions:

    • What did I do well?
    • What areas still need improvement?
    • What specific actions can I take to increase my understanding and/or improve my performance?

    We use exit slips daily in grades 2-5 to support student reflection and responsive instructional decision making. We took the unit pretests from Bridges in Mathematics and pulled a question a day to check in on student understanding. Our 5th grade team has been using these for the past two years and have found students are able to articulate what they know and where they need to grow. Teachers are able then to respond to student understanding each day, rather than waiting for a unit test. 

    Videos from Mr. Pentagon on Instagram:

     

  5. Claim, Evidence, Reasoning

    This is a way for students to understand what it means to be proficient and exemplary in mathematics. It applies vocabulary, reasoning, and justification of thinking. Deep learning also takes time and multiple exposures and contexts. This allows for that deep understanding.

    Edutopia Article about Claim, Evidence, Reasoning 

Additional Resources: 

Make Math Moments Podcast with Dr. Pamela Seda, Why Activating Prior Knowledge Will Solve All of Your Math Classroom Problems (Almost)

  • Learn how to implement Pam Seda’s collaborative math approach and rubrics using problem-solving activities that activate prior knowledge and engage all students.
  • Discover the benefits of the CER (Claim, Evidence, Reasoning) rubric for providing clear, effective feedback that improves student learning outcomes.
  • Gain insights into addressing academic struggles with practical tools like formative assessments, and rubrics, enhancing your ability to track and support student progress.
  • #207 Choosing To See with Pamela Seda [Podcast Episode]

Other articles I’ve written about the ICUCARE Framework