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The report summarizes key learnings from the network’s Plan-Do-Study-Act approach, tested instructional routines, and the use of rubrics and learning activities to strengthen students’ mathematical justifications and problem-solving. It also documents participation patterns, time commitments, and evidence from teacher professional development outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-better-math-teaching-network-lessons-learned-from-a-5-year-instructionally-focused-nic/585792/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-better-math-teaching-network-lessons-learned-from-a-5-year-instructionally-focused-nic/585792.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Better Math Teaching Network (BMTN) and what did it aim to improve?","Question",{"text":112,"@type":113},"BMTN is a networked improvement community of researchers and high school teachers that used improvement science to deepen student engagement in Algebra I. Its aim focused on increasing the number of students who connect, justify, and solve with depth in algebra.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which improvement method and instructional routines were emphasized in the network?",{"text":117,"@type":113},"Teachers used the Plan-Do-Study-Act (PDSA) approach to test instructional routines. The routines commonly targeted improved mathematical justifications and problem-solving skills.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence does the report provide about teacher participation and retention?",{"text":121,"@type":113},"Across the project, 60 teachers participated for at least 1 year, with very high retention: 53 of 60 (88%) participated for 2 or more years. Teachers also reported strong professional development value tied to classroom connection, collaboration opportunities, and accountability for PDSA testing.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585792,1792192127,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","December 2021  \n# The Better Math Teaching Network:\n\nLessons Learned From a 5-Year Instructionally Focused NIC  \nToni M. Smith • Kirk Walters • Melinda Griffin • Wehmah Jones • Victoria Lennon • Zipporah Sanders  \nThis report was prepared by the American Institutes for Research (AIR) inpartnership with WestEd on behalf of the Nellie Mae Education Foundation.  \n## ABOUT AIR\n\nEstablished in 1946, with headquarters in Arlington, Virginia, the AmericanInstitutes for Research® (AIR®) is a nonpartisan, not-for-profit organizationthat conducts behavioral and social science research and delivers technicalassistance to solve some of the most urgent challenges in the U.S. andaround the world. We advance evidence in the areas of education, health,the workforce, human services, and international development to create abetter, more equitable world. The AIR family of organizations now includesIMPAQ, Maher & Maher, and Kimetrica. For more information, visit AIR.ORG.  \nABOUT WESTED  \nWestEd is a nonpartisan, nonprofit research, development, and serviceagency. WestEd’s mission is to work with education and other communitiesthroughout the United States and abroad to promote excellence, achieveequity, and improve learning for children, youth, and adults.  \n## Report Summary\n\nThe Better Math Teaching Network (BMTN) is a networked improvement community (NIC)of researchers and highschool teachers from New England who use improvement scienceprinciples to deepen student engagement in algebra content. The BMTN began as a pilotduring the 2015–16 school year and concluded in fall 2021.  \n## Key learnings from the\n\nnetwork include the following:  \n• The Plan-Do-Study-Act (PDSA) approach to the testingof instructional routines proved to be a durable structurefor teachers to reflect upon and improve their instruction  \n• The tested routines most commonly focused onimproving students’mathematical justifications andproblem-solving skills.  \n• Network-developed rubrics and learning activitieshelped teachers improve opportunities for theirstudents to deeply engage with math content.  \n• Network learning activities enhanced teacher learningand supported the spread of promising ideas withinthe network.  \n• Over time, teachers and researchers spread learningsto educators outside the network through multiplemodes and channels of communication.  \n.  \n1  \nTeachers reported that participatingin this NIC was a powerful formof professional developmentbecause the work was directlyconnected to their classrooms, theyhad opportunities to collaborate withother teachers about instruction, andthey felt accountable for using PDSAtesting to improve their instruction.These teacher reports suggest thatinstructionally focused NICs may beuseful professional developmentmodels for other educators.  \n##  Network Overview  Network Members and Participation\n\nBMTN is a collection of highschool math teachers and researchers who work together to identify,test, and improve instructional routines designed to deepen student engagement with Algebra Icontent. Researchers, or network leaders, developed the structures and procedures ofthe networkand piloted the network with teachers during the 2015–16 school year. BMTN began operating as anetwork in summer 2016 and continued for 5 years. Teachers were invited to participate throughannouncements made through professional organizations and networks. BMTN included teachersfrom across New England who were working primarily in rural and urban contexts and predominantlywith students from low-income households. As shown in Exhibit 1, the network began with 20 teachersand added new teachers in Years 2 and 3, reaching a peak of 52 teachers in Year 3.  \nExhibit 1 • BMTN Teacher Participants, by Year  \n  \nYEAR 5 (2020–DEC 2021)  42  \n YEAR 4 (2019–20)  42  \n YEAR 3 (2018–19)  \nYEAR 2 (2017–18)  41  \n YEAR 1 (2016–17)  20  \n52  \nExhibit 2 • Proportion of BMTN Teachers, by Years of Participation  \n5 YEARS 4 YEARS 3 YEARS 2 YEARS 1 YEAR  \n20% 27% 28% 13% 12%  ","cbCaijst0zjZxAS5","https://ap.wps.com/l/cbCaijst0zjZxAS5","pdf",1757826,"English","# Report Summary\n# Key Learnings from the Network\n# Network Overview\n## Network Members and Participation\n## Network Aim","[{\"question\":\"What is the Better Math Teaching Network (BMTN) and what did it aim to improve?\",\"answer\":\"BMTN is a networked improvement community of researchers and high school teachers that used improvement science to deepen student engagement in Algebra I. Its aim focused on increasing the number of students who connect, justify, and solve with depth in algebra.\"},{\"question\":\"Which improvement method and instructional routines were emphasized in the network?\",\"answer\":\"Teachers used the Plan-Do-Study-Act (PDSA) approach to test instructional routines. The routines commonly targeted improved mathematical justifications and problem-solving skills.\"},{\"question\":\"What evidence does the report provide about teacher participation and retention?\",\"answer\":\"Across the project, 60 teachers participated for at least 1 year, with very high retention: 53 of 60 (88%) participated for 2 or more years. Teachers also reported strong professional development value tied to classroom connection, collaboration opportunities, and accountability for PDSA testing.\"}]","The Better Math Teaching Network - Lessons Learned From a 5-Year Instructionally Focused NIC | PDF",1792055948,48]