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Math Staff Development
October 8, 2012
A New Trend Line in
Student Achievement
“I guarantee that we will see mathematics
scores fall sharply…This is an indication that
we are expecting more of students, not that
they are learning less”
- Dr. Patricia I. Wright
Superintendent of Public Instruction
SOL data
Henrico vs. State
Henrico
State
Diff in
Pass Rate Pass Rate Pass
SOL Test
10-11
10-11
Rate
Henrico
State
Diff in
Pass Rate Pass Rate Pass
11-12
11-12
Rate
Math 3
93
91
2
67
64
3
Math 4
92
89
3
74
70
4
Math 5
94
89
5
77
67
10
Math 6
61
73
-12
72
74
-2
Math 7
69
77
-8
55
58
-3
Math 8
82
82
0
41
60
-19
Algebra 1
92
94
-2
74
75
-1
Geometry
89
87
2
74
74
0
Algebra 2
94
91
3
74
69
5
Curve of Change
Implementation
Progress
Past Practice
Denial
Acceptance
Anger
Understanding
Fear
Depression
Where are you?
5
Educational Shift
Conventional Wisdom
Shifting for Change
The “end” that we’re aiming for is a child
who can perform well on multiple-choice
tests.
The “end” is a child who
• Thinks and reasons effectively;
• Solves problems accurately, flexibly, and
efficiently;
• Communicates clearly using
mathematical language and
representations; and
• Demonstrates his/her knowledge and
skills on performance assessments as
well as standardized tests.
Most instruction should focus on
memorization of traditional computational
procedures and basic facts.
Instruction that balances concepts and
skills is important. Both understanding and
fluency with basic facts allow students to
be effective problem solvers.
Focusing professional development on test
scores has the largest payoff for
improvement in school mathematics
programs.
Focusing on high-quality student work has
the largest payoff for improvement in
school mathematics programs.
Confer, Chris, Marco Ramirez, and Steve Leinwand. Small Steps, Big Changes, (2012)
Mathematics
Emphasis
Process Goals for Students
Students will
• become mathematical problem solvers that
• communicate mathematically;
• reason mathematically;
• make mathematical connections; and
• use mathematical representations to model and
interpret practical situations.
What questions come
to mind?
Engaging Students and
Problem Solving
(2008) In the 100m butterfly event, Michael Phelps won the
gold medal.
1 United States
Michael Phelps
50.58
2 Serbia
Milorad Cavic
50.59
How would you determine
the length of the distance
by which Michael Phelps won?
What information would you
need?
Problem Solving
Problem solving is at the core of any mathematics
curriculum; it is integral to all mathematical
activity. As such, it should permeate the entire
mathematics program. Students who are
consistently presented with challenging problems
learn to develop and apply new strategies. When
they are also given opportunities to communicate
their strategies with others and reflect on their
thinking, their problem solving abilities are further
enhanced.
(Fennell et al. 2000)
Key Phrases
• Rigor and Engagement
o Cognitive Demand and Process Standards
• Math Discourse and Inquiry
o Communication and Questioning
• Intellectual Struggle
o Good math problems make students want to
do that kind of mental exercise
Math Look-for’s
Rigor (Cognitive Demand) – The teacher should
be:
• Asking high-level questions of all students
(don’t ask questions that solicit one word answers)
• Giving students challenging but accessible tasks
(multiple entry points for all learners)
• Consistently providing multiple representations of
concepts
(modeling, pictures, graphs, tables)
• Promoting mathematical communication
(require students to speak and write mathematically)
• Facilitating connections of content
(accessing prior knowledge, connections to real life or
other math concepts)
• Expecting students to do the majority of the thinking
in the classroom
• Making students estimate/predict and think before
calculating
• Listening carefully to your students’ words and
learning from them to guide instruction
Engagement - The student should be:
• Engaging in the learning process
(participation in lesson discussion, group work with students)
• Justifying or explaining their reasoning
(no “yes/no” answers)
• Providing and receiving “immediate” feedback on all work
(this may be given by teacher or students, peer review of content)
• Providing multiple solutions
(is there another way of doing or representing this?)
• Focusing on mathematical understandings
(not necessarily on producing correct answers)
• Making sense of the mathematics
(struggling is part of the process!)
Assessments (formative and summative)
• SOL formatted questions being used
(students need exposure to these questions regularly)
• TEI’s being used in instruction and assessments
(free response questions, non-multiple choice, use ActivInspire
template)
• Formative assessments should be done regularly
(ActivEngage, whiteboards, polling of students, etc.)
• Calculators are used as a tool to explore and deepen
understanding of concepts
(they should not be used for basic math unless required by IEP)
Math Observations
SOL, Curriculum Framework,
and SOL Assessments
“The content of the mathematics standards is intended to
support the five goals for students”
- 2009 Mathematics Standards of Learning
“The Curriculum Framework serves as a guide for Standards of
Learning assessment development. Assessment items may
not and should not be a verbatim reflection of the
information presented in the Curriculum Framework.
Students are expected to continue to apply knowledge and
skills from Standards of Learning presented in previous
grades as they build mathematical expertise.”
Teaching by Faith!
• More sample test questions are coming
but future tests may not be released.
• Having released tests every year has
enabled teachers to “teach to the test”.
• Good discussions are occurring as a result
of not having questions.
• How can you develop these new, rigorous
questions?
Teacher Evaluation
Website information
• Materials being updated constantly. This is a living and
breathing site.
• Changed sharing preferences so only those with Henrico
address can view. Make sure to login!
Skills
• Creation – please work on developing your own and
sending to me for review.
• Scoring – work individually and then meet as a group
prior to giving to students to discuss differences and
promote discussion.
Odds & Ends
• Math Sharing Folder
o Currently in SchoolSpace but transitioning to Google Docs.
o Teachers need to log in with Henrico address
• Curriculum Guides
o One stop shopping for materials
• ActivEngage and ExploreLearning
o Great way to do formative assessments and student-centered activities
• Open Classroom Meetings
• Teacher Direct website
o VDOE communication directly to teachers about resources, professional
development, grants, etc.
We, as teachers, should be…
• Engaging students in the learning, providing relevant and
rigorous activities and tasks
• Asking high-leverage questions – make students work
harder than you
• Requiring students to communicate their thinking and listen
carefully to them
• Making students justify their thinking
• Using multiple models
• Using formative assessments to learn about the level of
student understanding and reflect on your own teaching
• Collaborating on a deeper understanding of what needs to be
taught and how it should and could be assessed
No Pain, No Gain
• If you are more tired than the kids, it’s not
because you are old
• Make kids estimate/predict and think before
calculating
• Don’t ask questions that solicit one word
answers
• Let kids struggle to make sense of the
mathematics
It is time to upgrade
Our knowledge
Our instruction
Our assessments
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