mathematics initiative office of superintendent of public instruction segmented review march 2007...

Mathematics InitiativeMathematics Initiative

Office of Superintendent

of Public Instruction

Segmented ReviewSegmented Review

March 2007March 2007

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Ron DonovanRon DonovanMathematics Initiative Specialist

[email protected] or 360-480-1477






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Mathematics

• Mathematics is a language and science of patterns

• Mathematical content (EALR 1) must be embedded in the mathematical processes (EALRs 2–5)

• For all students to learn significant mathematics, content must be taught and assessed in meaningful situations






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Learning Mathematics

“Many students don't feel good about math, largely as a result of the way they have been taught. Because of the prevalent belief that classroom mathematics consists of mastering formulas, these students do not understand how mathematics can be meaningful.”

Alan H. Schoenfeld






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0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10

64.5

56.0

49.6 49.1

59.1

48.851.2

21.31997

20.11998

33.01999

Mathematics: Grades 3-8 and 10Mathematics: Grades 3-8 and 10Percent of students meeting standardPercent of students meeting standard






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Learning Mathematics“They do not adequately link symbolic rules

to mathematical concepts--often informally acquired--that give symbols meaning, constrain permissible manipulations, and link mathematical formalisms to real-world situations.”

Lauren Resnick






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• Why are students in high school who score at Level 1 on the WASL struggling with the Mathematics concepts that could help them be more successful?

• What can we do to help students move forward?

• What can students do to help themselves move forward?

Questions






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What Do We Know About Level 1 High School Students In Mathematics?

• Low Mathematics Self-Esteem• See Mathematics as a stand-alone, irrelevant class• 3–5 years below grade-level• Lack the combination of Mathematic skills and

communication skills—the connection• Weak meta-cognition skills—awareness of one’s own

learning or thinking processes• Do not know how to function as independent learners






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What Do We Know About Level 1 High School Students In Mathematics?

• Lack the understanding that Mathematics is more than a set of isolated rules, formulas, and algorithms

• Lack the effort and perseverance• Know only one way to solve problems• Attendance/Behavior/Family Support• Have little or no ability to transfer skills learned—

especially in a contextual scenario• Lack the skills to solve a multi-step problem






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What Problems Do Level 1 Students Experience on the WASL?

• Recognizing the effect of a change in one dimension on area, perimeter, and volume

• Using information from tables and graphs to support a conclusion

• Following ALL directions

• Knowing how to interpret and use stem and leaf plots or box and whisker plots

• Organizing and supporting their answer

• Labeling measurements






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Blank Response Data forHigh School Level 1 Students

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1

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5

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8

Percent of Each Item Left Blank

Nu

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of

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Learning Mathematics

“There should be as much–or more–emphasis in the mathematics classroom on understanding mathematical concepts and possible mathematical relationships as on accurate computation. Students should be taught to recognize situations in which their mathematical skills can be utilized.”

Richard Lesh






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How Can We Better Engage Students in Learning?

• Students see the connections between what they are learning and the real world.

• Students receive regular feedback on how they are doing and how they can improve.






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Learning Mathematics“Today's youngsters run into difficulty in making inferences, solving

problems, evaluating the reasonableness of results, using references to 'look up' what they need to know, and so on. It is the complex skills, not the basic skills that are deteriorating. What we need is to get back to complexity, where thinking is required in addition to simply knowing some isolated fact or procedure. In realistic situations in which mathematics is used, question asking, information gathering, and trial-answer evaluating are often more important than simple answer giving. Real problems usually require more than simple one-step solutions."

Richard Lesh






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What Is The Purpose Of The Segmented Course?

• Provide an alternative opportunity—still needs to be approved by legislature

– Contextual-based activities

– Active-learning format

• More narrow focus

• Build students’ confidence

• Develop a sense of hope






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Why is This So Important?

“If you lose hope, somehow you lose the vitality that keeps life moving, you lose that courage to be, that quality that helps you go on in spite of it all.”

Dr. Martin Luther King






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• 3 Separate Segments– Segment 1: AS/NS embedded in Process

(approximately 60 days)

– Segment 2: GS/ME embedded in Process (approximately 50 days)

– Segment 3: PS embedded in Process (approximately 35 days)

• An Assessment at the End of Each Segment– Test Map being developed

– Cumulative cut score

What Is The Structure Of The Course?






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• Full year course—Juniors and Seniors• Series of very scaffolded activities that focus on process

with content embedded– Start below grade-level and move forward– Practice assessments developed by the committee

• Support from the teachers in developing test-taking skills• Support from the teachers in developing technical reading

skills• Support from the teachers in developing better

communication skills







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• Our Recommendations:– Not to supplant another Mathematics class

– Very self-contained—limited homework

– Pass/Fail grading

– Focus on competency development rather than material coverage

– Students still take WASL in April

– Use this class to develop Collection of Evidence

– Taught by a certificated or endorsed Mathematics teacher







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Teacher Trainings

• April 30, 2007—Spokane

• May 1, 2007—Richland

• May 2, 2007—Yakima

• May 3, 2007—Wenatchee

• May 7, 2007—Port Angeles

• May 21, 2007—Mt. Vernon

• May 22, 2007—SeaTac

• May 23, 2007—Tumwater

• May 24, 2007—Vancouver






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What Additional Resources Are Available to Assist The Teachers?

• Computer software possibilities (such as AgileMind, Bridge to Algebra, ALEKS, etc.)

• K–20 video-conferencing

• Classroom materials already

being used

• Local textbooks






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Mathematics Email Distribution List

Movers & ShakersMovers & ShakersSign-up Now!!Sign-up Now!!

Send Email to: [email protected]

Subject Line: “M & S Sign-up”

Receive pertinent mathematics information, meetings, workshops, and other mathematics

notices on the Movers and Shakers email distribution list!!






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You can do it. We can help.






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mathematics initiative office of superintendent of public instruction segmented review march 2007...

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