Transcript Curriculum Focal Points PK-8: A Quest for Coherence [PPT 5

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Curriculum Focal Points PK-8—
A Quest for Coherence
Released
September 12, 2006
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The Problem:
Two Major Issues 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
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Data from the Center for the Study of Math Curriculum
State
Year
Level
Objectives
AZ
2003
4
86
CA
2005
4
56
FL
1996
3-5
33
MD
2004
4
90
MI
2004
4
56
MO
2004
4
33
NC
2003
4
30
NY
2005
3-4
40/133
NJ
2002
4
86
TX
2005
4
35
WA
2004
4
163
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The Rationale:
How to Address the Issues
• 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
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Content
Standards
Principles
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Equity
Curriculum
Teaching
Learning
Assessment
Technology
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Number/Operations
Algebra
Geometry
Measurement
Data/Probability
Process
Standards
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Problem Solving
Reasoning
Communication
Connections
Representation
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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
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The Process: Principles and
Standards as the Foundation
• Use NCTM’s Principles and Standards for
School Mathematics as the guide for the
process
• Apply the Curriculum Principle
• Look to the Process and Content Standards
to identify the key mathematical ideas
necessary to prepare students for future
mathematics, particularly algebra
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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, p. 16
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A Proposed Solution:
Identify Curriculum Focal Points
• Highlight the most important mathematical
ideas for each grade level, preK-8
• Describe cohesive clusters of related
ideas, concepts, skills, and procedures
that form the foundation for higher-level
mathematics
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The Process: Participation
• Writing group
– Mathematicians
– Mathematics educators
– Teachers
• Outside reviewers
– Mathematicians and mathematics educators
– Teachers and supervisors
– Policymakers
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The Process:
Defining A Curriculum Focal Point
• Major mathematical idea 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
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The Product:
Curriculum Focal Points
• Three per grade level, preK-8
• Often represent multiple content strands
• Describe the majority of instruction for a
specific grade level
• Taken together across grade levels,
provide the major components of a
mathematically sound, coherent and
cohesive preK-8 curriculum
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The Product: Connections to the
Curriculum Focal Points
• Provide meaningful contexts for the focal
points
• Identify connections between strands and
across grade levels
• Round out a well-balanced curriculum
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The Uses: Curriculum Focal Points
and State and District Leaders
• As a framework for future development of
mathematics curriculum
• To identify grade-level targets
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The Uses:
Curriculum Focal Points and Teachers
• To design instruction around the question,
“What are the most important ideas at my
grade level?”
• To provide information about how ideas at
one grade level fit with the important ideas in
previous and following grades
• To prioritize uses of activities, assessments
and other published materials
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The Uses: Curriculum Focal Points
and Publishers
As an example for guiding the next
generation of instructional materials and
related assessments
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The Uses: Curriculum Focal Points
and Teacher Educators
To organize preservice and inservice
education toward developing teachers’
knowledge of critical mathematics
understandings across the grades
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The Goal: Curriculum Focal Points and
Improved Mathematics Education
• 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 particular ideas at each
grade level
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Curriculum Focal Points—
What’s New
• Priorities
• Grade-by-grade descriptions
• Descriptive clusters of content
• More clarification
• Connections
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Curriculum Focal Points—
What’s Continuing
• Alignment with Principles and Standards for
School Mathematics, especially the
Curriculum Principle
• Well-balanced curriculum
• Strong attention to numbers and operations
• Commitment to problem solving, processes and
content
• Understanding math, doing math, using math
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Questions?
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