What is Visible Learning for Mathematics?

Based on the work of Douglas Fisher, Nancy Frey, and John Hattie

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The purpose of this course is to connect the Visible Learning research to instructional strategies that accelerate student learning in mathematics education. You will examine dynamic and high-probability teaching strategies that support surface, deep, and transfer phases of learning and see these strategies in action with video from real classrooms.

This course is designed for teachers focused on mathematics instruction across all grades K–12. Upon completion of this course, you will be prepared to analyze the impact of your own teaching practices on student progress and achievement and be able to apply your knowledge to guide students to become drivers of their own learning, regardless of the content area.


By the end of this course, you will be able to:

  • Articulate the key findings from Professor John Hattie’s visible learning research;
  • Demonstrate the importance of well-timed, effective strategies and instructional routines for mathematics education;
  • Articulate the concepts of learning intentions with success criteria as they relate to mathematics learning


Course Modules Include:

  • Introduction
  • Module 1: Module Title
  • Module 2: What Is Visible Learningplus for Mathematics?
  • Module 3: Teacher Clarity: Learning Intentions and Success Criteria
  • Module 4: Effective Mathematical Tasks and Talk
  • Capstone

PDF icon what_is_vl_for_math_syllabus.pdf


Purchase 15-hour course