Best Practices: A Marriage Made in Math Class

By Laurie Wasserman

One day not long after school began last fall, my 6th grade colleague Craig and I were comparing teaching notes. We soon discovered we had a shared case of mathematical melancholia. We both teach the Connected Math Program in our school. Craig works in a regular education classroom, and I’m in a small-group setting with special education kids. Craig said he was struggling to reach that portion of his students who were weak in basic skills. Meanwhile, I was attempting with mixed success to help my self-contained group reach the “proficient” benchmark on our state’s all-important math test.

Over the years Craig and I have often traded lessons, tests, and project ideas, so we already had an informal partnership. Three summers ago we enjoyed the chance to co-teach “Math Camp,” a program designed to help incoming 6th graders make a successful transition to middle school. We share a similar teaching style and a commitment to meeting the needs of all students in any way possible, even if it means breaking loose from tradition.

After brainstorming for a bit, we decided to approach our principal, Tim, about piloting a math class where we would co-teach and include all of our students. Craig, we said, would bring his expertise in math strategies and the creative ideas he's utilized in the past with Connected Math. I’d bring my special education skills and ability to work with kids who are struggling and may need extra one-on-one attention. Tim quickly gave us...