IMDPI Meeting

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• IMD-PI Meeting
• May 10-12, 2004

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To advance the research base and leadership
capacity supporting K-12 mathematics curriculum
design, analysis, implementation, and evaluation.

Mission
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Center Partners

• Michigan State University
• University of Missouri
• Western Michigan University

• Columbia Public Schools
• Kalamazoo Public Schools
• Novi Public Schools

• Horizon Research, Inc.
• University of Chicago (UCSMP)

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Principles underlying the work of CSMC

• A well-articulated, coherent, and comprehensive
  set of K-12 mathematics learning goals/standards
  is necessary for large-scale improvement of
  school mathematics.

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Principles underlying the work of CSMC
2. Mathematics curriculum materials play a
central role in any effort to improve school
mathematics and their development is a scholarly
process involving a continual cycle of
research-based design, field-testing, evidence
gathering, and revision.
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Principles underlying the work of CSMC

• 3. Teaching and curriculum materials are highly
  interdependent and increasing opportunities for
  student learning rests on better understanding
  the relationship between curriculum and
  instruction.

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Principles underlying the work of CSMC

• 4. Research addressing mathematics curriculum
  can inform policy and practice and in so doing
  narrow the gap between the ideal and the achieved
  curriculum.

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Major areas of Work

• Understand the influence and potential of
  mathematics curriculum materials Research
• Develop and study models for enabling teacher
  learning through curriculum material
  investigation and implementation. Teacher
  Learning
• Build capacity for developing, implementing, and
  studying the impact of mathematics curriculum
  materials. Leadership Development

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Leadership Development

• The CSMC focus
• Specialization in mathematics curriculum
  research, analysis, design, implementation, and
  evaluation.

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Leadership Development

• Develop and offer graduate programs to promote
  curriculum leadership.
• Revise current doctoral and specialist programs
• Develop graduate curriculum courses
• Develop and evaluate planned experiences with
  curriculum research, development, and
  implementation
• Elaborate opportunities and mechanisms for
  across-site courses, seminars, and intern
  experiences

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Teacher Learning

• Design and study a professional development
  continuum
• utilizing curriculum investigation and
  implementation as vehicles
• to enhance teachers mathematical and
  pedagogical content knowledge.

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Partner Schools

• Diverse settings and demographics
• Columbia Public Schools
• Kalamazoo Public Schools
• Novi Public Schools
• Represent various positions along curriculum
  implementation continuum, and thus various
  positions along the teacher learning continuum
• Beginning process of curriculum adoption
• Beginning process of curriculum implementation
• Sustaining ongoing efforts to utilize and study
  curricula

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Research

• CSMCs research agenda will be
• guided by a set of central questions
• in three areas
• Curriculum Design
• Curriculum Implementation
• Curriculum Evaluation

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Research

• Curriculum Design
• How can curriculum materials be designed to
  better serve the learning needs of all students,
  including reluctant learners and those from
  diverse cultural backgrounds?
• How can curriculum materials be designed to
  capitalize on continued advances in the
  mathematical sciences? In computing technologies?
• How can curriculum materials be designed to
  scaffold learning of complex mathematical
  practices such as mathematical inquiry,
  abstraction, and proof?

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Research

• Curriculum Implementation
• What are the key factors involved in adopting and
  successfully implementing high quality
  mathematics curriculum materials?
• To what extent and under what conditions can
  mathematics curriculum investigation and
  implementation serve as vehicles for professional
  development and teacher learning?
• To what extent and in what ways do teachers use
  curriculum materials? How do teachers adjust/
  supplement instructional materials? In what ways?
  For what purposes?

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Research

• Curriculum Evaluation
• What are some of the critical features of
  mathematics curriculum materials that support
  teacher and student learning?
• What is the relationship among local or state
  curriculum standards, curriculum materials, and
  high stakes assessments?
• What evaluation tools are most effective when
  studying curriculum? What information do they
  yield for various purposes? What are their
  limitations?

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http//mathcurriculumcenter.org
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Support for Curriculum Developers
Resources at the CSMC web site

• Links to all state mathematics frameworks and
  content standards
• Comprehensive list of publications related to
  mathematics curriculum searchable by key words
• Collection and description of curriculum research
  tools/instruments

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Support for Curriculum Developers
Conferences and Proceedings

• International Conferences on School Mathematics
  Curricula
• Annual Curriculum Research Conferences

Curriculum Monograph Series
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Support for Curriculum Developers
Curriculum Research

• Research agenda to catalyze curriculum research
  in the U.S.
• Literature reviews of major areas of curriculum
  research
• Research studies

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An example

• Middle School Mathematics Study
• of Textbooks, Teachers and Students
• Robert Reys, PI
• Barbara Reys James TarrCo-PIs
• Óscar ChávezPost Doctoral Fellow
• This work is funded by a grant from the Office
  of Educational Research
• and Improvement (OERI), U.S. Department of
  Education ( R303T010735)

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Project Goals

• To determine the nature and extent of middle
  school mathematics teachers use of
  district-adopted textbooks and other curricular
  resources.
• To examine the relationship between the type of
  textbook used and achievement differences between
  districts using an NSF-funded curriculum and
  districts using more-traditional (non-NSF funded)
  curricula.
• To determine the extent to which middle grade
  teachers employ standards-based instructional
  practices and whether these practices are
  associated with particular textbooks and with
  higher student achievement?

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Scope of Longitudinal Study

• 11 middle schools
• 44 to 54 middle grades mathematics teachers each
  year (all teachers in grades 6, 7 8)
• Over 4200 students (all students in grades 6, 7,
  8)
• Demographic Diversity Urban, Suburban, Small and
  Rural districts, and a range of percentages of
  minority and FRL populations across sample
• Geographic Diversity 6 states (Iowa, Minnesota,
  Washington, South Dakota, Colorado, Missouri)

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Identification of Sample

• Selection Criteria
• Schools invited because of their mathematics
  curriculum, including a variety of popular
  mathematics textbooks (e.g., Saxon, Glencoe) and
  NSF-funded curricular materials (Connected
  Mathematics Project, Mathematics in Context, and
  MATH Thematics).
• In 2nd or 3rd year of use of district-adopted
  middle grades mathematics textbook.
• Urban, sub-urban, small city, rural settings
  represented.
• Ideally, a Grade 6-8 school building structure.
• All teachers and students invited to participate.

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Student and Teacher Samples
Longitudinal study over a 2-year period
2002-2003 6th 7th grade cohort 2003-2004
7th 8th grade cohort
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Data Sources

• School Mathematics and Teacher Surveys
• Adapted from 2000 National Mathematics and
  Science Survey (Horizon Research, Inc.)
• Textbook-Use Diaries
• Created by project staff
• Table-of-Contents Implementation Record
• Taken from District-adopted Textbooks
• Classroom Observation Protocol
• Adapted from Wisconsin Longitudinal Study
• Teacher Interview Protocol
• Created by project staff
• Student Assessments
• Published by CTB/McGraw-Hill

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Extent of Textbook Use
100
Extent of Textbook Use ( of Instructional Days)
90
80
70
60
50
40
30
20
10
0
CMP
MT
MiC
AW
G
HM
S
SW
HB
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District-adopted textbook
a
a
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Use of Standards-Based Instructional Practices
(SBIP)

• The lesson provided opportunities for students to
  make conjectures about mathematical ideas.
• The lesson fostered the development of conceptual
  understanding.
• Students explained their responses or solution
  strategies.
• Multiple perspectives/strategies were encouraged
  and valued.
• The teacher valued students statements about
  mathematics and used them to build discussion or
  work toward shared understanding for the class.

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Use of Standards-Based Instructional Practices
(SBIP)
10
9
Use of SBIP
8
7
6
5
4
3
2
1
0
CMP
MT
MiC
A
W
G
HM
S
SW
HB
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District-adopted textbook
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Preliminary Findings

• Teachers using NSF textbooks are more likely to
  be utilizing standards-based instructional
  practices than teachers using other textbooks.
• Teachers using NSF textbooks vary widely in their
  use of standards-based instructional practices.
• The type of textbook used by teachers influences
  their use of standards-based instructional
  practices but does not determine it.

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Curriculum Developers Support for

• Contribute to international curriculum
  conferences and curriculum research conferences
• Help expand the curriculum research knowledge
  base
• Share your curriculum development philosophies
  and processes
• Refer strong potential doctoral students

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