Transcript Got Math? An MBUSD Update on Common Core Mathematics

Got Math?
An MBUSD Update on Common
Core Mathematics
Dr. Karen Kennedy, UCLA Center X
Dr. Brett Geithman, Executive Director of Educational Services
Shopping Math
http://www.youtube.com/watch?v=I_3kHURyv4I
So what does this look like?
Spring 2015
01/14/2015
Three of These Things
4
Three of These Things
Three of These Things
25
26
31
27
Three of These Things
• What mathematics did you engage in?
• How is this similar or different to the kinds of math tasks or
homework you see your children working on?
• How might you be able to talk about math with your children?
The Three Shifts in Mathematics
Focus strongly where the
standards focus
Coherence: Think across
grades and link to major topics
within grades
Rigor: Require conceptual
understanding, fluency, and
application
8
What’s Happening with
MBUSD Math?
Middle and High School
• Five days of professional development through UCLA
• Observation Report Cycle
• Two 10-20 minute observations of every MBMS and MCHS math
teacher
• Data were collected on:
•
•
•
•
Student Talk/ Collaboration
Types and Levels of Questioning
Wait Time
Accessing Prior Knowledge
• Part II will happen late spring
• 120 Days of UCLA support for 2014-15
• Collaborative Inquiry Visits
What’s Happening with
MBUSD Math?
Elementary
•UCLA Workshops on November 10th and March 16th
•“Moving toward” Common Core Math
•Emphasis this year has been on English Language Arts
• Balanced Literacy
• Reading and Writing Workshop
• Fountas and Pinnell Reading Assessments
•Curriculum Mapping this spring for the 2015-16 school year
• Collaborating with Hermosa Beach
•Cognitively Guided Instruction Conference, Summer 2015
District Common Core
Mathematics Committee
• Will be making a comprehensive recommendation to the
Board of Trustees in February or March
• Standards for Mathematical Practice
• Balanced Mathematics/Cognitively Guided Instruction (CGI)
• Decades of research to support this way of teaching
• Three-year professional development plan
•
•
•
•
•
•
•
Workshops
Coaching
Teacher Leaders
Teacher Collaboration
Principals
UCLA
Curriculum Mapping
What about a textbook?
• We will begin the adoption process during the 2015-16 school
year
• We believe in Aligning Practice with Research, not . . .
• Aligning Practice with a Textbook, or
• Aligning Practice with the Assessment
• The textbook will be one of many resources for teachers
Parent Support
The Power of a Good Question
• How might you engage with your child in mathematics?
• What kinds of questions are likely to elicit mathematical
dialogue and learning?
What Can We Do As Parents to Support
Confident Mathematical Thinkers?
Listen to your child’s thinking and ask questions
•
•
•
•
•
Why do you think that?
Can you explain how you got that?
How do you know?
Does your answer make sense?
Can you solve it a different way?
What Can We Do As Parents to Support
Confident Mathematical Thinkers?
• If your child is stuck, help them make sense of the problem by
asking questions.
• Try not to tell your child a strategy. The strategy will come with
understanding and practice.
• Ask your child math questions as they come up in everyday
life.
• Always ask “Why?”
How can I help my child?
• Questioning is the key
• Steer away from “tricks”
• http://vimeo.com/81636441
• Multiple strategies
• Homework will change over time
Questions