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Helping Every Student Reach Her or His STEM Potential
Cathy Seeley ([email protected])Senior Fellow Emeritus, Charles A. Dana Center
March 11, 2017
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DISCUSSION
•How well are we (in DE; in your community) preparing students to use STEM knowledge and skills in their future?
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• Science, Technology, Engineering, and Mathematics for the nation’s future economic success
• STEM knowledge and skills for an individual’s future
• The place of M in STEM
• Overcoming barriers to unlock students’ potential
• How to get from here to there
In this session . . .
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Three STEM Recommendations
I: The STEM workforce is critical to innovation and competitiveness.
II: STEM knowledge and skills enable multiple, dynamic pathways to STEM and non-STEM occupations.
III: Strengthening workforce pathways is essential to individual and national prosperity and competitiveness.
Revisiting the STEM Workforce National Science Board— National Science Foundation, 2015
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STEM for the Nation’s Future
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Three STEM Recommendations
I: The STEM workforce is critical to innovation and competitiveness.
Revisiting the STEM Workforce National Science Board— National Science Foundation, 2015
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Today’s World
•Business Roundtable, 2005: “The goal should be to double the number of science, technology, and mathematics graduates by 2015.”
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STEM Job Needs• STEM crisis or STEM surplus? Yes and yes
(Bureau of Labor Statistics, 2015)• The “STEM Workforce” is comprised of
many sub-workforces (National Science Board)
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STEM for Every Human
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Three STEM Recommendations
I: The STEM workforce is critical to innovation and competitiveness.
II: STEM knowledge and skills enable multiple, dynamic pathways to STEM and non-STEM occupations.
Revisiting the STEM Workforce National Science Board— National Science Foundation, 2015
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STEM Jobs
Bureau of Labor Statistics, 2017 (from 2015 data)
• In 2015, seven out of the ten largest STEM occupations were computer related.
• Ninety-three out of 100 STEM occupations had wages above the national average.
• From 2009 to 2015, growth in STEM jobs was double that of non-STEM jobs (10.5% vs. 5.2%)
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Two goals
• More workers in math- and science-based fields (STEM)
• Every student quantitatively and scientifically literate to much more sophisticated levels than in the past, regardless of their field of interest
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And other jobs?STEM knowledge and skills in jobs (2010):
• About 5 million U.S. workers were officially classified as having a “Science & Engineering” occupation.
• An estimated 16.5 million college-educated individuals, including many working in sales, marketing and management, reported that their job required at least a bachelor’s degree level of S&E training.
• In recent years, more jobs have come to require these capabilities.
• One-fourth to one-half of all science/engineering jobs are available with less than a 4-yr degree (NSF; Brookings Institution)
• Many factors affect the pathway a person chooses . . .
National Science Board 2014
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Math Opens Doors . . . • STEM fields• Business• Other fields ???• Reasoning, Thinking,
Solving Problems, Developing Creativity
• Options and Choices
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The Role of M in STEM
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M
• Most important for S-T-E (Kelly’s story)
• Must-have for a full life
• Much to enjoy; Much to learn; Much to appreciate
• May be contagious
• Many-splendored thing
• Mathematics is Marvelous and Magnificent!
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M
• Mathematics offers a critical language and foundation for science, engineering, and technology:
• Beyond skills• Problem-solving strategies• Reasoning• Thinking• Making sense
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What math do all students need?• The Big Three:
• Understanding mathematics (concepts)• Doing mathematics (skills, facts, procedures)• Using mathematics (applying math, modeling with
mathematics, solving a range of problems)
• The New Basics: deep transferable skills for versatilizing:• Problem solving, reasoning, research, communication,
creativity • Mathematical Thinking: Habits of Mind
• Thinking, reasoning, expecting math to make sense
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Premise: What all students need for their future is
as much about how they think asabout what they know . . .
and helping every student succeed is as much about how we teach as
about what we teach.
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mathreasoninginventory.com
Marilyn Burns, PI Funded by Gates Foundation
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https://mathreasoninginventory.com/Home/AssessmentsOverview
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DISCUSSION
• What kind of teaching may have led Marisa to where she is?
• How much experience has Marisa had thinking mathematically?
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The difference between...
• Learning clues, keys, and tricks vs. constructively struggling with good problems
• Learning how to do mathematical procedures vs. learning mathematical habits of mind
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Al Cuoco, E. Paul Goldenberg, June Mark. “Organizing a Curriculum around Mathematical Habits of Mind.” Mathematics Teacher May 2010
• Performing thought experiments
• Finding, articulating, and explaining patterns
• Generalizing from examples; articulating generality in precise language
• Creating and using representations
• Expecting mathematics to make sense
Making Sense of Math: Mathematical Habits of Mind
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Wait a minute. That doesn’t make sense. . .
. . . and math is supposed to make sense!
Making Sense of Mathematics
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Answer-getting vs. learning mathematics
• USA: How can I teach my kids to get the answer to this problem?
• Japanese: How can I use this problem to teach the mathematics of this unit?
–Devised methods for slowing down, postponing answer-getting
Phil Daro, 2012
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The difference between Japan and the US
• “You quit teaching too soon and go on to the next thing.”
• “We finish.”
• Finishing happens when students have learned.
• And learning is incomplete if students aren’t making sense of what they’re learning.
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We need teacher-structured classrooms, not
teacher-centered classrooms
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• From: “I - We - You”
• To: “You - We - I”
Upside-down teaching
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Upside-down teaching• Start with a rich problem
• Engage students in dealing with the problem, constructively struggling with the problem and the mathematics
• Students discuss, compare, interact, question
• Teacher helps students connect and notice what they’ve learned
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Getting from Here to There
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Three STEM Recommendations
I: The STEM workforce is critical to innovation and competitiveness.
II: STEM knowledge and skills enable multiple, dynamic pathways to STEM and non-STEM occupations.
III: Strengthening workforce pathways is essential to individual and national prosperity and competitiveness.
Revisiting the STEM Workforce National Science Board— National Science Foundation, 2015
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What Employers Want in Future Workers
• a well-rounded education:- Science, Technology, Engineering, Math- non-STEM subjects (social sciences, the arts)
• ability to work independently and in teams• willingness to persist in solving hard
problems• understanding of workplace expectations
NSB 2015
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What to Look For
• Organizing lessons around carefully selected worthwhile mathematical tasks
• Facilitated mathematical discussion among students
• Well-designed questions that elicit student thinking
• A commitment to building fluency on conceptual understanding
• Explicit connections between the activities of a lesson and the intended mathematical learning
From Building a Math-Positive Culture, Seeley 2016, p. 18
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Key Questions for Policy MakersIn order to assess, enable and strengthen STEM pathways for the long-term: • What kinds of policies would be necessary to ensure that all students,
regardless of race/ethnicity, gender, socioeconomic status, locale, and other demographic characteristics, have the opportunity to embark on these workforce paths?
• Once on these paths, what types of roadblocks and obstacles do workers encounter? What policies could help mitigate or remove them?
• How can we assess and strengthen the state of career pathways that we believe are especially important to national competitiveness?
• What are the roles of governments, educational institutions, and businesses in enabling pathways and strengthening the workforce for the long-term?
NSB 2015
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What to Look For
• Organizing lessons around carefully selected worthwhile mathematical tasks
• Facilitated mathematical discussion among students
• Well-designed questions that elicit student thinking
• A commitment to building fluency on conceptual understanding
• Explicit connections between the activities of a lesson and the intended mathematical learning
From Building a Math-Positive Culture, Seeley 2016, p. 18
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Unlocking Every Student’s Potential
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DISCUSSION
•How smart do you think Marisa is?
•Why don’t some students succeed in math and other STEM fields; why don’t some reach their “STEM potential”?
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Factors to consider
• Student factors: Motivation, intelligence, beliefs
• Teacher factors: Beliefs, knowledge, and expectations
• Instructional factors
• Nature of the task
• Opportunities to struggle, think, figure things out
• An environment of trust, collaboration, and respect
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The hottest topic in learning and teaching today . . .
• The importance of adopting a growth mindset about intelligence:
• Understanding that a person can grow smarter
• Recognizing the impact of believing a person can grow smarter
• Acting to help both students (and ourselves) adopt a growth mindset—believe in their untapped potential
• Mindset, Dweck, 2006 & Mathematical Mindsets, Boaler, 2015
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Compassion vs. Challenge• “American teachers are soft.”• To avoid frustrating students, we’ve too
often told them everything they needed to know before we let them solve a problem.
• Japanese teachers design tasks slightly beyond the ‘capabilities’ of their students--just outside their reach. They see struggling as an element of emotional strength.
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What We Now Know
• Struggling—and persevering—through challenging problems and ideas can help students make sense of mathematics and can even lead to getting smarter.
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DISCUSSION
•How can we help students who struggle?
•How can we help students who don’t struggle enough?
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What We Now Know
• Struggling—and persevering—through challenging problems and ideas can help students make sense of mathematics and can even lead to getting smarter.
• Mistakes are a critical part of learning— and of making sense of what we do in mathematics.
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On Making Mistakes . . . Sign at YouCubed Summer Math Camp:
In this class, mistakes are:Expected
Inspected
Respected
youcubed.org (Jo Boaler’s great website)
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How do we open the door for all students?• Policies: What kinds of policies could ensure that all
students, regardless of demographic characteristics, have the opportunity to embark on these workforce paths?
• Programs: Strategies like Academic Youth Development (learningandtheadolescentmind.com; Dana Center):- Teach about the nature of intelligence- Talk about stereotype threats - Offer opportunities for productive struggle on
challenging, engaging problems• Teaching: Use upside-down, problem-based, student-
focused, thinking-oriented, discourse-rich strategies
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Homework Assignment• Teachers:
- Make two signs:• Math is supposed to make sense!• In this class, mistakes are expected, inspected, and
respected.• Policy makers and influencers:
- Examine your policies in terms of barriers/support for every student to succeed in STEM and progress on a pathway to a successful future
• Everyone: See the movie “Hidden Figures”; talk openly about the issues the film raises, including what has changed since then (STEM and society) and what issues remain as challenges.
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Wise words . . . • Jamila Riser: “Mathematics is the equalizer.”
• Teri Quinn Gray:“Be fearless!”
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...and ours is in theirs
Their future is in our hands
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For a pdf of the slides: [email protected]
Two little books published April 2016 from ASCD/NCSM/NCTM
Making Sense of Math (for teachers)Building a Math-Positive Culture (for leaders)
Faster Isn’t Smarter--Messages About Math, Teaching, and Learning in the 21st Century
Second (Expanded/Updated) Edition 2015 (4 new messages)http://mathsolutions.com/fasterisntsmarter
Smarter Than We Think: More Messages About Math, Teaching, and Learning in the 21st Century
Published 2014 http://mathsolutions.com/smarterthanwethink
Cathy’s websites: http://cathyseeley.com http://csinburkinafaso.com
@cathyseeley