Transcript http://connectedmath.msu.edu/parents/
Connected Math Project (CMP2)
Cindy Kostes Director of Curriculum & Instruction [email protected]
Connecticut Districts Using CMP2
• Newington, Colchester, Avon, New Hartford, Hamden, Hartford, Guilford, Canton, Tolland, Cheshire, Greenwich, Somers, Seymour, Windsor, Easton, Region 15, Monroe, Westport, Stamford, New Canaan, Southington, New Fairfield, Marlborough, Trumbull, Orange, West Hartford, Simsbury, Willington
The Overarching Goal of CMP
All students should be able to reason and communicate proficiently in mathematics. They should have knowledge of and skill in the use of the vocabulary, forms of representation, materials, tools, techniques, and intellectual methods of the discipline of mathematics, including the ability to define and solve problems with reason, insight, inventiveness and proficiency.
Key Features
• Organized around “Big Ideas” • Problem Centered • Builds on and Connects • Provides Practice with Concepts, Skills, Algorithms • Assists in Reasoning Skills and the use of Different Representations • Learning is Based on Inquiry • Research Based
History
• 1991-1997 Connected Mathematics Project (CMP) developed a MS Math at Michigan State University, funded by National Science Foundation (NSF) • 2000 Connected Mathematics 1 was developed through a revision process; 3 cycles of reviews, revision, field-testing, and evaluation • 2005 latest revision, CMP2
• • • • • • • • • • • •
Research National Research Council
. How People Learn: Brain, Mind, Experience, and School. Committee on Developments in the Science of Learning and the Committee on Learning Research and Educational Practice. J Bransford, A. Brown, R. Cocking, S. Donovan, and J. Pellegrino (eds.).Washington, DC: National Academy Press 2000.
National Research Council
. How People Learn: Bridging Research and Practice. J Bransford, A. Brown, R. Cocking (eds.).Washington, DC: National Academy Press 2000.
U.S. Department of Education
. Before It's Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century. Washington, DC.
Garafolo, Joe and Frank K Lester, Jr.
Mathematical Performance." Journal for Research in Mathematics Education 16 (May 1985): 163-76. "Metacognition, Cognitive Monitoring, and
Hiebert, James
. "Relationships between Research and the NCTM Standards." Journal for Research in Mathematics Education 30 (January 1999): 3 - 19.
Silver, Edward A., Jeremy Kilpatrick,
and
Beth G. Schlesinger
.
Thinking Through Mathematics: Fostering Enquiry and Communication in Mathematics Classrooms
. New York: College Entrance Examination Board, 1990.
Silver, Edward A.
, and
Margaret S. Smith
. "Implementing Reform in the Mathematics Classroom: Creating Mathematical Discourse Communities."
In Reform in Math and Science Education: Issues for Teachers
. Columbus, Ohio: Eisenhower National Clearing House for Mathematics and Science Education, 1997. CD-ROM.
Stigler, James W.
, and
James Heibert
.
The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom
. New York: The Free Press, 1999.
Kilpatrick, Jeremy
, and of Mathematics, 2003.
Martin, Gary W.
, and
Schifter, Deborah. Ed.
A Research Companion to Principles and Standards for School Mathematics. National Council of Teachers
Lampert, Magdalene
. "When the Problem is not the Question and the Solution is Not the Answer: Mathematical Knowing and Teaching." American Educational Research Journal 27, no. 1 (Spring 1990): 29-63.
Lampert, Magdalene
, and
Paul Cobb
. "Communications and Language." In a Research Companion to NCTM's Standards, edited by Jeremy Kilpatrick, W. Gary Martin, and Deborah Schifter. Reston Virginia: National Council of teachers of Mathematics, 2003
Ma, Liping
. Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in China and the United States. Mahwah, N.J.: Lawrence Erlbaum Associates, 1999.
Research Development Summary
Alignment
• National Council of Mathematics Standards for School Mathematics (NCTM 1989, 1991, 1995, 2000) • Connecticut Mathematics Framework • Connecticut Mastery Test (CMT) • Region 14 Curricular Framework for Mathematics
Recognition
• The American Association for the Advancement of Science (1999) ranked CMP highest out of 12 programs reviewed • U.S. Department of Education’s Mathematics and Science Education Expert Panel (1999) awarded “exemplary” status – 61 programs reviewed, 5 received exemplary, but CMP only Middle School math program • Recommended by the Connecticut State Department of Education
Students need to know:
•
How
and
When
algorithms to use paper-and pencil • Mental Computation • Calculator Procedures • Estimation Strategies ( when is an exact answer required or an approximate answer is sufficient) • A Variety of Methods for finding an answer • Methods for judging the
Reasonableness
answer of an • Communicate their reasoning, orally & in writing
Organization of Student Units
• • • • • • •
8 Units
- each grade, an additional unit allows some flexibility
Unit Opener
major goal(s) - a set of three focusing questions that reflect the
Mathematical Highlights
unit - previews the important ideas of the
Investigations
– Launch – Explore – Summarize - the
Core
of a
CMP2
unit
Mathematical Reflections
- summarizing questions
Unit Projects
- at least four per grade level
Looking Back and Looking Ahead
This feature provides a review of the "big" ideas and connections
Investigations
• 3-5 Investigations per Unit • 2-5 Carefully sequenced Problems per Investigation • Exercises – Applications - Connections- Extensions
(ACE)
• students must
apply
an idea, strategy, or concept •
connect
it to what he or she already knows • seek ways to
extend
or generalize it. Students are expected to compare, visualize, model, measure, count, reason, connect, and/or communicate their ideas.
Assessment Tool Checkpoints
ACE Notebooks Mathematical Reflections Looking Back & Looking Ahead
Surveys of Knowledge
Check-ups Partner Quizzes Unit Tests Self-Assessment Project Question Bank
Observations
Group Work Class Discussions Students and Parents
Assessments Content Knowledge Assessment Dimension Mathematical Disposition
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Work Habits
• • • • • • • • • •
The Parent/Guardian Role
• Help your child to get organized • Talk to your child about what was learned in class and where they still have difficulty • Provide help with homework by asking questions that guide, but don’t tell what to do • Encourage your child to reflect on what was recently learned • Allow your child to explain concepts as part of the metacognitive process (reflecting on one's understanding and thinking) • Point out how math is used at home and work • Reflect on your own attitude toward math
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