# Teachers:

Resources for High School

The North Carolina Collaborative for Mathematics Learning (NC^{2}ML) aims to support NC math educators in implementing the revised mathematics content standards in ways that align with what we know from research on students’ mathematical thinking, mathematics teaching, and teacher learning. To do so, we have co-designed research-based professional learning modules and briefs focused on content and pedagogy.

## Professional Learning Modules

The North Carolina Collaborative for Mathematics Learning provides space for collaboration with math educators across NC as well as Professional Learning Modules to support your work. These modules focus on each unit of mathematics in a course, as well as the pedagogical skills needed to support students’ math learning. These resources are research-based, easy to follow, and include videos of NC teachers and leaders discussing standards, students’ math work, and implementation of good math tasks. All teachers affiliated with a NC Math 1, NC Math 2, or NC Math 3 have access via the “blue” button in the NC edCloud.

If you are unable to gain access, please Request Math Canvas Access on the NC DPI Mathematics Wiki. For those who did receive invitations and are having difficulty gaining access, instructions and trouble-shooting can also be found at the NC DPI Mathematics Wiki.

## Research-Practice Briefs

The Collaborative continues to develop research-based mathematics unit briefs and pedagogy briefs for teachers, leaders, and administrators to use in planning, PLC type meetings, and in understanding both the scope of NC mathematics and the pedagogical skills needed to support students in math learning. These briefs are aligned with the Professional Learning Modules and clarify issues related to standards revisions. They also highlight important components of units or teaching practices, promote current research on teaching and learning that can be used in instructional decision making, and end with a set of questions to guide conversations.