INTEGRATING NRC PRINCIPLES AND THE NCTM PROCESS STANDARDS TO FORM A CLASS LEARNING PATH MODEL THAT INDIVIDUALIZES WITHIN WHOLE-CLASS ACTIVITIES

This paper integrates principles from two recent National Research Council Reports (How Students Learn and Adding It Up) with the NCTM Process Standards to form a Class Learning Path Model of classroom mathematics teaching that can help teachers achieve equity in mathematics learning by assisting all students to move forward within their own learning path to at least one general, mathematically-desirable, and accessible method. This model enables leaders to integrate research results from the national reports within a single equity perspective that can be used by teachers to individualize within whole-class activities. This model consists of three parts: three continuing teaching tasks that build a Year-Long Nurturing Meaning-Making Math Talk Community that enables students to move from and relate their entering informal math knowledge to formal academic math knowledge, four Classroom Learning Zone Teaching Phases used for each math topic to move all students along their own learning path, and Inquiry Learning Path Teaching that consists of seven responsive means of assistance that facilitate learning and teaching by all.