An Update National Council of Teachers of Mathematics

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					          An Update:
National Council of Teachers of
         Mathematics
  United States Department of Education - MSP Regional Conference
                          Washington, D.C.
                        Francis (Skip) Fennell
                        Professor of Education
                           McDaniel College
                          Westminster, MD
                                  &
     Past President, National Council of Teachers of Mathematics
                           January 7, 2009
         First things first!
• A strong K–12 mathematics education for all
  students is important for our nation‘s economic
  stability, future national security, and workforce
  productivity.

• Everyone must be mathematically literate and
  recognize the importance of mathematics
  learning. NCTM believes that teachers and what
  they do in the classroom are at the heart of
  making this vision a reality.


                                                       2
The Competition Thing




                        3
   From the Secretary…
• ―We must encourage students to
  take more advanced math and
  science classes. Employers today
  need workers with ‗pocket protector‘
  skills – creative problem solvers with
  strong math and science
  backgrounds.‖
   Margaret Spellings, June 21, 2007

                                  Nerds Rock!!!
                                                  4
  Mathematics for all students

• NCTM supports programs and practices that
  encourage the acquisition of high-level
  mathematics skills by a wide range of
  overlapping populations:
  –   children of poverty,
  –   English language learners,
  –   urban and rural students,
  –   students of all races and ethnicities,
  –   students with learning difficulties,
  –   students who are female, and
  –   students who are mathematically gifted.


                                                5
            And yet…


• Important, but NOT for me
 – Parents are aware of the importance of
   math, but remain complacent
 – Students pay lip service to the
   importance of higher level math…


                                            6
NCTM Strategic Priorities

•   Curriculum
•   Equity
•   Linking Research and Practice
•   Professional Development
•   Advocacy




                                    7
                                    7
Curriculum and Assessment
• Increase efforts to focus and align the PreK-8
  curriculum to achieve coherence.


an NMAP recommendation



• NCTM supports developing stronger intervention
  programs and assessments, with an emphasis on
  the ongoing use of formative assessments.
                   an NMAP recommendation

                                                   8
Curriculum
10
              The Intent
To address:

• Long lists of mathematics learning
  expectations at the state level with little
  consistency across states
• Emphasis on breadth resulting in lack of
  depth, i.e. ―mile wide, inch deep‖ curricula
  in mathematics


                                             11
 Number of 4th-Grade Learning Expectations
       per State by Content Strand
                                                                    Data        Total Number of
                  Number                                          Analysis,
                    &
                             Geometry   Measurement   Algebra
                                                                Probability &      Learning
                 Operation                                       Statistics      Expectations
  California        16         11           4           7            5                  43
    Texas           15          7           3           4            3                  32
  New York          27          8           10          5            6                  56
   Florida          31         11           17          10           20                 89
    Ohio            15          8           6           6            13                 48
  Michigan          37          5           11          0            3                  56
 New Jersey         21         10           8           6            11                 56
North Carolina      14          3           2           3            4                  26
   Georgia          23         10           5           3            4                  45
   Virginia         17          8           11          2            3                  41

                                                                                Reys, et al., 2006

                                                                                                 12
          The Rationale
• Identify key mathematical ideas
  across preK-8 that prepare students
  for future mathematics, particularly
  algebra
• Identify the mathematics that should
  be the focus of instruction and student
  learning at each grade level, preK-8


                                      13
Algebra??




            14
  NCTM Curriculum Principle
    A curriculum is more than a
    collection of activities. It must be:
    • coherent
    • focused on important mathematics
    • well articulated across the grades


Principles and Standards for School Mathematics, p. 14


                                                         15
 NCTM Curriculum Principle
―…a well-articulated curriculum gives teachers
guidance regarding important ideas or major
themes, which receive special attention at
different points in time. It also gives
guidance about the depth of study warranted
at particular times and when closure is
expected for particular skills or concepts.‖


Principles and Standards for School Mathematics, p. 16


                                                         16
      What’s a Focal Point?
• A major mathematical topic of emphasis for
  a grade level;
• More than a single objective, standard,
  expectation, or indicator;
• An important link in the chain of building
  mathematical understanding, preK-8;
• Not an element of a list of discrete topics to
  check off as mastered by students.


                                             17
18
• Open number lines




  56         66         76   83   86



            56 + 27 =



                                       19
21
              Boxes to multiply…
    • Draw a rectangle to show 46 x 7 = 322


7




                             40                                        6
        280
                                                                           42
              46 x 7 = (40 x 7) + (6 x 7) =

                       280 + 42 = 322

                            Navigations 3-5, Number and Operations, 2007   22
23
     What do we know now?
Use status:

•   Over half of the states
•   Most publishers
•   Teacher education programs, textbooks
•   Over 1,200,000 downloads later
•   Curriculum Center Survey results
•   Most popular NCTM publication – sales

                                            24
               And…

• Focus on Grades 3-5
• Coming
  – Focus on Grades 6-8
  – Focus on Grade:
    •3
    •4
    •5
• And more to follow
                          25
  Concerns and Challenges
• Confusion – Understanding what is meant
  by a focal point – target, area of
  emphasis?
• What does it mean to focus?
• Will states and school districts ―drop‖
  curricular topics?
• When will the state tests change?
• What about high school?


                                            26
    NMAP and Curriculum
• Increase efforts to streamline, focus
  and align the PreK-8 curriculum to
  achieve coherence.




• Validation


                                          27
                NMAP
    Conceptual Knowledge & Skills
• Curriculum focus and coherence PreK-8
• Closure with topics
• Major Topics of School Algebra
   – Should be the focus of school algebra –
     however algebra is ―presented.‖
• Proficiency with the Critical Foundations
   – Whole numbers, fractions, particular
     aspects of geometry and measurement.
   – Benchmarks
• Access to algebra
• Teacher background


                                               28
29
         Curriculum
High School Mathematics Project

           Drafts Reviewed

 Topic Books – Algebra, Geometry, Data
         Analysis & Probability




                                         30
                                         30
                NCTM’s Goal
• Guidance for schools and states in the design of
  curricula and assessment that target the most
  important topics.

• Focus for teachers that gives sufficient time for
  students to understand concepts and develop and
  apply skills necessary for future mathematics.

• Clear direction for students and parents on the
  importance of deep understanding of particular
  topics at each grade level.


                                                     31
                  Equity
• Equity Position Statement
• Equity Summits 2008 and 2009
• Iris Carl Annual Equity Address
• Equity and Publications
   – Online issue of JRME
   – TCM focus issue
• Equity FOY for 2008-09
• Equity theme of 2009 Annual Conference and
  Exposition
• And more!!!

                                               32
33
 Linking Research and Practice


• Director of Research:
  Dr. Judith Reed

• Research Analyses,
  Briefs and Clips at
  nctm.org/research.aspx




                             34
                             34
 NCTM Research         QuickTime™ and a
                          decompressor
                 are need ed to see this picture.




 Clips and Briefs
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             decompressor
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                 to see this picture.




              Homework


Briefs provide the research in more
detail…
NCTM Research
Clips and Briefs
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              decompressor
      are neede d to see this picture.




Formative Assessment
Linking Research and Practice


• NSF-supported Research Agenda
  Conference
  – Summer 2008 and Follow-Up February
    2009
  – Mathematicians, Mathematics
    Educators, Supervisors, Teachers,
    Cognitive Psychologists, Policy Makers


                                             37
   Professional Development

• E-learning programs reached 6 continents, 50
  states, and 20 different countries
• 18 e-workshops, with over 700 sites connected
• 4 NCATE online report compiler training sessions
• Lesson Study course for teachers of grades 3-8, with
  participants from 12 states
• 7 Learn-and-Reflect sessions at NCTM Conferences
  and Affiliate Conferences
• To Come: Professional Development Continuum


                                                   38
    Professional Development

                      On the Web
•    Large-Scale Assessment tool
•    Intervention
•    President‘s Messages
•    Position Statements (2008)
    –   Mentoring
    –   Early childhood
    –   Equity
    –   Technology
    –   Algebra


                                   39
   Advocacy and Outreach
• Senate STEM Caucus – Ken Krehbiel
• National Math Advisory Panel
• Testimony before Congress – re: focus and
  coherent curriculum; NMAP Report
• Discussion with Obama transition team
• Math Now legislation
• Board meeting with Deputy Secretary Ray
  Simon
• U.S. Department of Education – Doing What
  Works
• Much more…

                                              40
                                              40
41
      Emerging Issues
• What algebra? When?
• Early childhood mathematics education
• Intervention
• Elementary Mathematics Specialists
• Special Needs: ELL and Special
  Education
• Urban-specific Needs
• High School and College articulation

                                      42
What are Intervention Programs?

 • Structured plans for providing
   instructional activities and materials
   to support students‘ learning
 • Additional instruction on content that
   has already been introduced in the
   classroom
 • Intended to boost—not supplant or
   copy—regular classroom instruction
                                        43
          Intervention:
      Instructional Actions
• Can occur in a variety of settings:
  -Whole-class        -During school
  -One-on-one         -Before/after school
  -With a tutor       -In summer school

• Leads to follow-up assessment
  – Have the actions been successful?


                                             44
     What is Remediation?
Actions taken to reverse established patterns of
achievement by students who are already
struggling or failing and who need intensive, long-
term help.

   • Supplemental instruction on content students
     are expected to have mastered but have not




                                                      45
    What is Intervention?
Plan of action implemented by an instructor
on behalf of students who may need extra
help or acceleration

  • Students‘ difficulties or strengths are in
    early stages

  • Intervention ideally addresses
    weaknesses or strengths before they
    become a problem for the student

                                                 46
                             47
nctm.org/intervention.aspx
NMAP & Learning Processes
• Preschool background;
• Need for the curriculum to develop conceptual
  understanding, computational fluency, and
  problem solving;
• Importance of computational proficiency – facts,
  standard algorithms, and properties;
• Fractions;
• Role of student effort;
• Diverse learners;
• Readiness.

                                                     48
      We Need
  Elementary School
Mathematics Specialists
       NOW!



               NCTM News Bulletin
Questions?
             f




ffennell@mcdaniel.edu




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