Docstoc

Mathematics

Document Sample
Mathematics Powered By Docstoc
					  Preparing for TAKS
Middle and High School Mathematics
    Ready or not-here we come…



         TAKS

2
    General Overview on TAKS
    • New assessment mandated by SB 103
    • Exit level graduation requirement at Grade 11
    • Exceeds the cognitive rigor of prior statewide
      assessments
    • Includes technology at the high school level




3
    Griddable Items
    • These items are included at all levels.
    • The majority of items on the test will remain
      multiple choice.
    • These items allow students to work the
      problem and find the solution, independent of
      answer choice influences.




4
    Things to Keep in Mind
    • Students should be offered opportunities to
      practice gridding answers.
    • Leading zeroes are not required and will not be
      scored as incorrect during electronic scoring.
    • Gridding should match the current approach to
      recording numbers used in the classroom.



5
    Sample Grids–Secondary Level




      GRADE             GRADE
       6/7/8            9/10/11

6
    Mathematics Charts
    • New shading for easier reading
    • Two-sided—conversions and rulers on the
      front, formulas on back
    • Formulas represented in two ways
    • Closely aligned with instructional materials




7
    Measurement Items
    • Precision to the nearest eighth of an inch
    • Precision to the nearest millimeter in metric
    • Application-based
    • Strong connection to measurement found in real-
      life situations
    • Identified by ―Use the ruler on the Mathematics
      Chart to…‖



8
    TAKS = TEKS Assessment
    • Item alignment with state curriculum standards
    • Alignment between grade level assessments
      (difficulty level assumed)
    Student expectation statements introduced at
    one grade level and not assessed will most likely
    be tested the following year.



9
     TEKS Statement
     Grade 7
     (7.9) The student solves application problems
           involving estimation and measurement. The
           student is expected to:
          (A)   Estimate measurement and solve
                application problems involving
                length (including perimeter and
                circumference), area, and volume.


10
     Objective 4
         TAAS




11
1    Find the exact number of cubes measuring 3 centimeters on an edge that will fill a
     box shaped like a rectangular prism that measures 24 centimeters by 18 centimeters
     by 9 centimeters.                                                                    Objective 4
                                                                                             Grade 7




12
     TEKS Statement
     Exit Level
     G(b)(4) The student uses a variety of
             representations to describe geometric
             relationships and solve problems.


            (A) The student selects an appropriate
                representation ([concrete], pictorial,
                graphical, verbal, or symbolic) in
                order to solve problems.

13
     Objective 3
         TAAS




14
     Objective 7
         TAKS




15
     Calculators
     Have been required in the TEKS for
     mathematics instruction since 1997.
       –All grade levels have this requirement.




16
     Calculators
     • Calculators may only be used on the high
       school TAKS tests.
     • Each student must have a graphing calculator
       during the entire administration of the
       mathematics test.
     • Any graphing calculator may be used except
       one with a typewriter-style keypad.



17
     Clearing Memory
     Contact the vendor for specific keystrokes and/or
     applications.


     This is a critical step because some applications
     loaded on certain calculator models would give
     students an unfair advantage over other
     students.


18
     Students Using Calculators
     • Have higher math achievement than non-
       calculator users even when they can choose
       any tool desired
     • Do better on mental computation than non-
       calculator users




19
     Students Using Calculators
     • Experience more varied concepts and computations
     • Have improved attitudes toward mathematics
     • Do not become overly reliant on calculators
                                 Source: EdThoughts, 2002




20
     Technology Facilitates
     • Visualization of mathematical ideas
     • Organization and analysis of data
     • Computational efficiency and accuracy




21
     Appropriate use of technology is
     the key.
     It’s about problem-solving, NOT keystrokes.




22
23
24
     How to Prepare
     • TEACH THE TEKS.
     • Develop a variety of ways to explore each
       Student Expectation.
     • Stay away from ―test prep‖ materials
     • Use technology often.
     • Attend staff development in identified areas of
       need.



25
     Prepare by:
      Critically reading and reflecting on TEKS
      statements
        • Individually
        • With colleagues
        • With students
        • With parents




26
     Prepare by:
     • Reviewing all TEKS statements
     • Determining what mastery would ―look like‖
       in the classroom
     • Thinking about interventions that might be
       used with struggling students




27
           Curricular Alignment

     • At a minimum, study the TEKS statements
       for the grade above and below your level.
     • Use curriculum that ―matches‖ the intent of
       the TEKS.




28
     Curriculum Should
     • Involve challenging activities and lessons that
       force students to think critically in order to solve
       problems
     • Be rigorous and require students to apply
       mathematical knowledge in meaningful ways




29
     Teachers should
     Motivate and involve all students, even those
     struggling with the content, in difficult
     mathematics problem solving on a daily basis. All
     students should be required to communicate and
     process mathematics from the conceptual to
     symbolic level.
           Students are counting on you to help them meet the new
                         graduation requirements in mathematics.



30
       Ten Practical Strategies for
      Helping Our Students Beat the
     Tests Through Better Instruction


                Steve Leinwand
               Consultant, NCTM




31
                       Strategy 1

     Embed math in real world contexts that are rich and
         engaging and lead to more math questions.




32
                    Strategy 2

     Incorporate on-going cumulative review into
                 instruction everyday.




33
               Strategy 3

     Create a language-rich classroom.




34
                Strategy 4
     Use every number as a chance to build
                 number sense.




35
                  Strategy 5
     Draw pictures, create mental images, and
                 foster visualization.




36
                 Strategy 6
     Build from charts, graphs, and tables.




37
            Strategy 7
     Don’t leave out measurement.




38
                  Strategy 8

     Adapt strategies from what we know about
                   teaching reading.




39
                Strategy 9
     Minimize what is no longer important.




40
                      Strategy 10
     Create a thinking curriculum by asking questions.




41
     The Assessment Principle
     NCTM, 2000
     Six standards for exemplary mathematics assessment:
        • Reflect the mathematics that students know and
          are able to do
        • Enhance mathematics learning
        • Promote equity
        • Create open processes
        • Promote valid inference
        • Create coherent processes


42
     Assessment
     Conduct informal assessment often
       • To determine students’ level of knowledge
       • To individualize instruction
       • To ―catch up‖ students struggling with
         content




43
     Conceptual Knowledge (WHAT)
     • Classification and categories
     • Principles and generalizations
     • Theories, models, and structure




44
     Procedural Knowledge (HOW)
     • Subject-specific algorithms
     • Subject-specific techniques and methods
     • Criteria for determining when to use appropriate
       procedures




45
     Communication (WHY)
     • Clear, detailed, and organized analysis to justify
       the solution using correct terminology and
       notation
     • Presentation clearly displaying the thinking
       process
     • Effective communication to target audience
     • Reflection on the concepts required, processes
       used, and the results drawn to conclusions


46
     Forms of Assessment
     • Interviews
     • State-developed diagnostic tests
     • Portfolios
     • Performance Tasks
     • Homework
     • Class work
     • Group work



47
     Resources
     • Use resources that are aligned to TEKS.
     • Be cautious of materials that claim to be
       TAKS-based.




48
     Information Booklets
     • Are TEA-developed resources that mirror
       previous Educator Guides
     • Include objectives and Student Expectation
       statements assessed on TAKS
     • Include additional information to clarify the
       TEKS measured
     • Include sample items


49
     For TAKS reference…
     • Use Information Booklets, not Educator
       Guides, to plan for the new assessment.
     • Do not anticipate that items will reflect the
       TAAS items—this is an entirely new
       assessment system.




50
     Dana Center Resources
     • Clarifying activities, lessons, and assessments
     • Staff development through TEXTEAMS
     • Assessments for Algebra I and Geometry
     • Links to other resources
     • Much, much more


     www.tenet.edu/teks/math


51
     Web Resources
     Texas Education Agency
     www.tea.state.tx.us

     TAKS Information Booklets
     www.tea.state.tx.us/TAKS/booklets/math




52
53
     Instructional Leadership

     You are instrumental in changing paradigms of the
     past and creating new tomorrows for your
     students.




54
     Believe
     • All students have ability in mathematics
     • All students are mathematicians
     • You are an educator who can prepare all
       students for this difficult assessment




55
56
     Contact Information
     • Paula Gustafson/Barbara Montalto
      TEA Curriculum and Professional Development
      512.463.9585


     • Sue Borders/Julie Guthrie
      TEA Student Assessment
      512.463.9536




57

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:10
posted:8/11/2011
language:English
pages:57