2025 MidSchoolMath National Conference

Learn how math study cycles can be an effective tool to develop teacher leaders as change agents in their school and districts, and how this continuous improvement design helps ensure equitable access to high quality mathematics instruction for all students.

In partnership with our Math Teacher Leader Network (MTLN) teacher leader colleagues, we co-developed an approach to support the effective implementation of mathematics lessons in the classroom–math study cycles. Firmly grounded in this research and in support of NCTM’s Effective Mathematics Teaching Practices, math study cycles are conducted in three parts: (1) the planning - teachers plan the lesson together, do the math, anticipate students’ strategies, and develop meaningful questions; (2) the observation - teachers observe the lesson as a group collecting data on how students engage in the mathematics practices; and (3) the debriefing - teachers use a protocol to provide feedback on the lesson. Members of the MTLN testify that this professional learning process has been the most effective approach to improving their practice and the mathematics outcomes for their students.

During this session, we'll share video testimonials from our teacher leader partners in Blanco Elementary School, and then analyze a completed Math Study Cycle Template/protocol.

In this session, we'll share how our school has created a culture of seeing the opportunities in mistakes, using tools such as reflective journals, templates, and prompts, ultimately fostering a culture of continuous learning.

You'll engage in interactive discussions and activities that model these techniques, allowing you to see firsthand the impact of metacognitive strategies in the math classroom, including metacognitive awareness, error analysis, and reflective writing  By the end of the session, you'll have with practical tools and actionable strategies to implement reflection and error analysis with your own students.