Connecting Content, Standards, and Teaching in Elementary Mathematics CCSTEM

1
Connecting Content, Standards, and Teaching in
Elementary Mathematics (CCSTEM)

• MSP Math Summer Institute
• June 18-29, 2007
• CCESA and NAU in Partnership with Coconino County
  Teachers

2
On Teaching

• Effective teaching may be the hardest job there
  is.
• William Glasser
• Every truth has four corners as a teacher I
  give you one corner, and it is for you to find
  the other three.
• Confucius

3
NCLB Title II, Part B

• Improving Teacher Quality Grant Programs (Title
  II) are a major component of the No Child Left
  Behind legislation. NCLB programs encourage
  scientifically-based professional development as
  a means for improving student academic
  performance.
• Title II, Part B of NCLB authorizes a Mathematics
  and Science Partnership (MSP) competitive grant
  program.

4
MSP Grants

• The intent of this program is to increase
  academic achievement of students in mathematics
  and science by enhancing the content knowledge
  and teaching skills of classroom teachers.
• Core partners in these grants must include
  mathematics, science, and/or engineering
  departments from institutions of higher education
  (IHE), including community colleges.

5
MSP Grant Research

• Each project must include an evaluation and
  accountability system that includes measurable
  objectives. These measures should address the
  impact of the activities on student achievement
  and teacher performance.

6
Evaluation Measures

• Pre/Post RTOP (Reformed Teaching Observation
  Protocol)
• Pre/Post content knowledge test
• Pre/Post math teaching priorities scale
• Pre/Post Frayer model assessment of key concepts
  (new use)
• Course evaluations logistical content
• Analysis of curriculum maps/unit/lesson plans

7
Professional Development

• Professional development means instructional
  activities that
• Are based on scientifically-based research and
  state academic content standards, professional
  teaching standards, and assessment
• Improve and increase teachers content knowledge
  of the academic subjects they teach
• Enable teachers to become highly qualified or
  appropriately certified
• Are sustained, intensive, and classroom-focused
  in order to have a positive and lasting impact on
  classroom instruction and the teachers
  performance in the classroom.

8
CCSTEM History

• Sept. 06 Needs assessment disproportionate
  number of respondents circled not taught for
  topics within
• certain strands of the AZ math standards such as
• analyzing mathematical situations using algebraic
  representations
• analyzing change in a variable over time and in
  various contexts
• describing and modeling functions and their
  relationships
• describing spatial relationships using coordinate
  geometry and other representational systems
• understand and apply vertex-edge graphs

9
Interpretation

• Our perception, in looking at the data, is not
  that these topics are not taught, but that there
  is a misunderstanding of how what happens in math
  lessons reflects the language and content of the
  standards.
• Given this perception we have designed the
  content for the two weeks and the follow-up days
  around these areas.

10
Content Pedagogy
and

• Required integration of content and pedagogy by
  the grant
• Learn the content
• Reinforce the content learning
• Consolidate the learning
• Implement the content

11
MAT 599

• CONTENT based on needs assessment.
• Summer 07, 3 credits, graded course
• Summer Institute
• Number sense
• Algebra
• Measurement
• Integrated approach to content
• Fall follow-up days
• Discrete math, probability, and data analysis

12
ECI 593

• Fall 07, 2 credits, pass/fail
• Use Curriculum Topic Study (CTS) in support of
  mathematics instruction.
• Apply CTS during academic year follow-up meetings
  and observed lessons.
• Integrate RTOP and NCTM instructional strategies.
  
• Model research-based instructional strategies.
• Use research-based curriculum materials.
• Implement investigative mathematics.

13
Pedagogical Orientation

• Incorporates inquiry-based instruction
  representation, manipulation, validation
• Involves 4 steps launch, explore, share,
  summarize
• Integrates opportunities for participants to
  communicate their mathematical thinking orally
  and in writing
• Integrates opportunities for participants to make
  conjectures, explain their ideas, question
  solutions, and reflect on their learning
• Assessment through reflective journaling,
  lesson-oriented assessments, formative assessment
  probes, artifact analysis, final exam

14
Pedagogical Orientation (cont.)

• Uncovers assumptions and misconceptions
• Encourages and accepts multiple approaches to,
  and representations of, a problem
• Collaborative approach to learning
• Integrates learning back into grade-level and
  school-level curriculum
• Evaluates curriculum materials and resources for
  representing particular ideas and concepts

15
Mathematical Inquiry

• Mathematics can be characterized as a cycle of
  investigation that is intended to lead to the
  development of valid mathematical ideasIt is
  essential to keep in mind that mathematical
  discovery is no more the result of some rigid set
  of steps than is discovery in science.
• Benchmarks for Science Literacy

16
Transparency

• It is our intent to make explicit connections
  between the topics and lessons presented and the
  AZ math standards.
• We also intend to be led by and name the big
  ideas, identifying expected adult content
  knowledge for each topic.

17
Schedule/Logistics

• Parking
• 830-400 M F lunch 1130-1230
• Warm-up activities each day
• Stipend payment
• Snack schedule
• Need to schedule fall professional days
• Questions?

18
Group Norms

• I really like it when you..
• Give each other credit
• Turn off cell phones
• Speak one at a time
• Do not discount yourself or your ideas
• Are on time
• Show respect for one another
• Give your full attention
• Do what you say you will do
• Additions??
• Attention grabber????

19
To Ponder

• How long would it take dump trucks to cart away
  an isolated mountain, say Japans 12,000-foot
  Mount Fuji, to ground level? Assume dump trucks
  come every fifteen minutes, twenty-four hours a
  day, are instantaneously filled with mountain
  dirt and rock, and leave without getting in each
  others way.