ABSTRACT
Midway through week two of summer work for the mathematics teachers at Belmont School, five teachers of grades six through eight have convened in their school library to reflect on the previous academic year, examine students’ work, and engage in curriculum planning as part of a three-year study focused on mathematics and literacy. This summer, they have been collaborating mainly with Helen, the mathematics education professor who serves as the university researcher with their school, but Kelly, a literacy education professor who works primarily with another school in the project, joins the Belmont team today for a consultation. When she arrives, the teachers are working alone and in grade-level pairs to revise their writing plans – one-to two-page summaries for each Connected Mathematics Project book that list the writing tasks teachers have selected for students, given the key mathematical ideas explored in the investigations.
