Summit on Math and Science Education

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Summit on Math and Science Education From
Policy to Product to Practice
Association of American Publishers October 4,
2007
Dr. Heyward HickmanOffice of Academic Standards
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South Carolina Mathematics Academic
Standards Presentation GoalsHighlight changes
from the 2000 to 2007 SC Mathematics
Standards. Discuss the Structure of 2007SC
Mathematics Academic Standards and Standards
Support Guide. List areas of consideration for
publishers of instructional materials.
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2007 SC Mathematics Standards
www.ed.sc.gov
Focal Points NAEP Framework
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Changes from 2000 to 2007 Mathematics Standards

• Academic Standards rather than Curriculum
  Standards
• The number of standards has been significantly
  reduced.
• Each standard has indicators.
• The mathematical processes standard is the first
  standard.
• The main verb in the indicators are based on the
  revised Blooms Taxonomy.

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Changes from 2000 to 2007 Mathematics Standards

• Academic Standards rather than Curriculum
  Standards
• The number of standards has been significantly
  reduced.
• Each standard has indicators.
• The mathematical processes standard is the first
  standard.
• The main verb in the indicators are based on the
  revised Blooms Taxonomy.

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2007 South Carolina Mathematics Academic
Standards Document
Is not a curriculum Is not sequenced for
instruction Does not prescribe classroom
activities or materials Does not dictate
instructional strategies, approaches, or
practices
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Mathematics Standards Organization
Grades K-8 Each grade has one process standard
and a content standard for each of the five
mathematical strands (number and operation,
algebra, geometry, measurement, data analysis and
probability). High School Five Core Areas
(elementary algebra, geometry, intermediate
algebra, precalculus, data analysis and
probability) each with one process standard and 5
to 6 content standards.
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Changes from 2000 to 2007 Mathematics Standards

• Academic Standards rather than Curriculum
  Standards
• The number of standards has been significantly
  reduced.
• Each standard has indicators.
• The mathematical processes standard is the first
  standard.
• The main verb in the indicators are based on the
  revised Blooms Taxonomy.

9
Changes from 2000 to 2007 Mathematics Standards

• Academic Standards rather than Curriculum
  Standards
• The number of standards has been significantly
  reduced.
• Each standard has indicators.
• The mathematical processes standard is the first
  standard.
• The main verb in the indicators are based on the
  revised Blooms Taxonomy.

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HIGH SCHOOL CORE AREA Elementary Algebra
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Changes from 2000 to 2007 Mathematics Standards

• Academic Standards rather than Curriculum
  Standards
• The number of standards has been significantly
  reduced.
• Each standard has indicators.
• The mathematical processes standard is the first
  standard.
• The main verb in each indicator is based on the
  revised Blooms Taxonomy.

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Study the South Carolina Academic Standards
through the lens of the Revised Blooms
Taxonomy
2007 South Carolina Academic Standards
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Old Blooms Revised Blooms

• Create

• Evaluation

• Evaluate

• Synthesis

• Analysis

• Analyze

• Apply

• Application

• Understand

• Comprehension

• Knowledge

• Remember

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THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION

1. REMEMBER Recognizing Recalling
2. UNDERSTAND Interpreting Exemplifying Classifyin
g Summarizing Inferring Comparing Explaining
3. APPLY Executing Implementing
4. ANALYZE Differentiating Organizing Attributing
5. EVALUATE Checking Critiquing
6. CREATE Generating Planning Producing

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Remember
Sample Indicator

• 7-5.4
• Recall equivalencies associated with length,
  mass and weight, and liquid volume
• 1 square yard 9 square feet, 1 cubic meter 1
  million cubic centimeters,
• 1 kilometer 5/8 mile, 1 inch 2.54
  centimeters 2.2 kilograms 1 pound and
• 1.06 quarts 1 liter.

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The use of Phrases and Terms
Progression in LearningPhrases for Grades
K-8 The term includingin High School
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Grades K-8 Progression in Learning
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6-2.4Apply an algorithm to add and subtract
fractions.
Examples
5-2.8Generate strategies to add and subtract
fractions with like and unlike denominators.
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HIGH SCHOOL CORE-AREA STANDARDS (Grades 9-12)
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HIGH SCHOOL CORE-AREA STANDARDS (Grades 9-12)
Note The term including appears in parenthetical
statements in the high school mathematics
indicators to introduce a list of specifics that
are intended to clarify and focus the teaching
and learning of the particular concept.
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HIGH SCHOOL CORE AREA Elementary Algebra
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South Carolina 2007 Mathematics Standards Support
Guide

• Grades K-8
• High School

Online Location
www.myscschools.com Office of Curriculum and
Standards (Academic Standards)
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Grades K-8 Mathematics Standards Support Guide

• Additional explanation of the indicator to help
  focus instruction
• Vertical articulation (other grade levels)
• Relationship to other indicators in the grade
  level.
• Errors/Misconceptions
• Connections to technology
• Connections to literature
• Examples

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High School Standards Support Guide

• Taxonomy Level
• Key Concepts
• Continuum of Knowledge
• Essential Learning and Understanding
• Non-essential Learning and Understanding (with
  examples)
• Misconceptions/Common Errors
• Technology Note
• Assessment Guidelines

For Each Indicator
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Statewide Mathematics Assessments
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Areas of Consideration for Publishers of
Instructional Materials

• Align materials with the Mathematics Academic
  Standards (process and content)
• Assist teachers with focusing on concrete,
  hands-on instruction and content presentation
  with an emphasis on real-world application and
  problem solving (SC Education and Economic
  Development Act)
• Focus on Formative Assessments (Goal of the
  current SC Dept of Ed administration)