Answers to Your Biggest Questions About Teaching Secondary Math

Let’s face it, teaching secondary math can be hard. So much about how we teach math today may look and feel different from how we learned it. Teaching math in a student-centered way changes the role of the teacher from one who traditionally “delivers knowledge” to one who fosters thinking. Most importantly, we must ensure our practice gives each and every student the opportunity to learn, grow, and achieve at high levels, while providing opportunities to develop their agency and authority in the classroom which results in a positive math identity.

Whether you are a brand new teacher or a veteran, if you find teaching math to be quite the challenge, this is the guide you want by your side. Designed for just-in-time learning and support, this practical resource gives you brief, actionable answers to your most pressing questions about teaching secondary math. Written by four experienced math educators representing diverse experiences, these authors offer the practical advice they wish they received years ago, from lessons they've learned over decades of practice, research, coaching, and through collaborating with teams, teachers and colleagues—especially new teachers—every day.

Questions and answers are organized into five areas of effort that will help you most thrive in your secondary math classroom: 

1. How do I build a positive math community?
2. How do I structure, organize, and manage my math class?
3. How do I engage my students in math?
4. How do I help my students talk about math?
5. How do I know what my students know and move them forward?

Woven throughout, you'll find helpful sidebar notes on fostering identity and agency; access and equity; teaching in different settings; and invaluable resources for deeper learning. The final question—Where do I go from here?— offers guidance for growing your practice over time. Strive to become the best math educator you can be; your students are counting on it!  What will be your first step on the journey?

Frederick L. Dillon is an author and national mathematics curriculum and professional learning consultant based near Cleveland, Ohio. He is a retired teacher with 35 years of classroom experience, having taught grades 7 through college. Fred is a frequent speaker at national, state, and local conferences and institutes. He is active at the local, state, and national level in professional organizations, including serving on the board of directors for the National Council of Teachers of Mathematics (NCTM). Fred was a recipient of the Presidential Award for Excellence in Science and Mathematics Teaching and the Christopherson-Fawcett Award from OCTM for Lifetime Contributions to Mathematics Education.

Andrea Negrete Cheng is a 9-12 math teacher in Union City, California. She has also taught in Oakland at a high school for recently arrived immigrants. Andrea’s passion for teaching is deeply rooted in her family experience and community. Her parents emigrated from Mexico and “served as strong, hard-working role models making [her] appreciate, value, and pursue education to [her] fullest capacity.” Andrea earned a Bachelor’s in mathematics, teaching credential and Master’s in math education from the University of California, Berkeley. She has presented at Teachers for Social Justice Conference on “Preparing students for college-ready mathematics through dual-enrollment.”

Jennifer Outzs has taught for 32 years as a middle school math teacher in both private and public schools in Ohio and Florida. Jennifer is currently serving on the Board of Directors for NCTM and was previously on staff at the PCMI (Park City Mathematics Institute) Teacher Leadership Program. She has worked as a facilitator for NCTM’s Effective Teaching with Principles to Actions Institutes, served on program committees for NCTM annual and regional conferences, worked as a mathematics review panelist for College Board, and has presented at local, state, and national conferences.