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Note from the Virginia Department of Education: Addressing Unfinished Learning

Tina Mazzacane

leased a publication titled Continuing the Journey: Mathematics Learning 2021 and Beyond.

The document presents considerations, questions, and possible solutions for mathematics educators and school leaders to address the challenges. The Virginia Department of Education has created a guidance document centered on these recommen dations to assist school divisions with addressing unfinished learning and advocating for starting and continuing the current school year addressing on grade level content as the focus of students ’ work.

The school year has been challenging as new vari ants of COVID - 19 loom. Teachers and students, excited to see each other again face - to - face, push forward to address new learning and the unfinished learning that may exist from the previous school year. An asset - focused mindset is paramount as educa tors support the students ’ return to learning and plan for instruction. When students know that teachers value and believe in them, no matter what they have gone through over the past year, educa tors can create a classroom environment where high expectations are the norm. When students feel empowered, they care more and work harder. We have heard the phrase “ learning loss, ” often at the start of the school year. But, think about whether we really want to define our students by their defi cits instead of their potential. If teachers are given the tools to create a bridge to move students from the edge of their current mathematics understand ing to new grade - level learning, then we can em power students through a rich asset - based environ ment that supports students. The National Council of Teachers of Mathematics (NCTM), the National Council of Supervisors of Mathematics (NCSM), and the Association of State Supervisors of Mathematics (ASSM) recently re

The VDOE recommendations address three areas:

1) Addressing Grade Level Content

2) Supporting a Positive Mindset

3) Implementing Research - Based and Inclusive Instruction

Ideas that are paramount in moving learning for ward this year can be addressed in these three spac es of mathematics instruction. The Virginia Department of Education (VDOE) continues to support mathematics educators through the implementation of high quality instruc tional resources and professional learning opportu nities. In the Table 1 below the VDOE offers the follow ing recommendations for addressing grade level content. In the Table 2 presented here the VDOE offers sug gestions to promote a positive mindset among stu dents and ways that teachers can include research and practices that address all learners.

Virginia Mathematics Teacher vol. 47, no. 2

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