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Math Design Collaborative is a process that utilizes formative assessments, and guided questioning and discussion.  Students move through a cycle of formative assessment, individual and group work facilitated by teacher questioning and discussion, and post assessment for learning.  Teachers will experience the two types of Formative Assessment Lessons (FALs) , problem and concept based.

Problem Solving FALs are meant to assess, then develop, students’ ability to apply their mathematical knowledge and reasoning in flexibly ways to non-routine, unstructured problems – within mathematics and with real world applications.

Concept Development based FALs are meant to first reveal students’ prior knowledge, then develop students’ understanding of important mathematical ideas, connecting concepts to other mathematical knowledge.

Math Design Collaborative is a process that utilizes formative assessments, and guided questioning and discussion.  Students move through a cycle of formative assessment, individual and group work facilitated by teacher questioning and discussion, and post assessment for learning.  Teachers will experience the two types of Formative Assessment Lessons (FALs) , problem and concept based.

Problem Solving FALs are meant to assess, then develop, students’ ability to apply their mathematical knowledge and reasoning in flexibly ways to non-routine, unstructured problems – within mathematics and with real world applications.

Concept Development based FALs are meant to first reveal students’ prior knowledge, then develop students’ understanding of important mathematical ideas, connecting concepts to other mathematical knowledge.