the changing landscape us math education
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The Changing Landscape US Math Education. Latvia. Slovak Republic. Hungary. Japan. Netherlands. Luxembourg. France. Belgium. Canada. Norway. Germany. Macao China. South Korea. Ireland. Hong Kong China. Austria. Denmark. Finland. New Zealand. Iceland. Sweden. Poland. - PowerPoint PPT PresentationTRANSCRIPT
The Changing LandscapeUS Math Education
The Changing LandscapeUS Math Education
Hong KongChina
Finland
South Korea
Netherlands
Liechtenstein
Japan
CanadaBelgium
MacaoChina
Switzerland
New Zealand
Czech Republic
Iceland
Denmark
France
Sweden
Austria
Germany
Ireland
Slovak Republic
Norway
Luxembourg
Poland
Hungary
Spain
Latvia
Program for International Student Assessment
%
25%
50%
75%
100%
32%
Grade 8 Passing Rate
National Center for Educational Statistics -- 2007
0
15,000
30,000
45,000
60,000
11,533
46,286
Georgia Grade 8 Students Not Passing State Test
Reading Math
www.doe.k12.ga.us -- 2008
Connecticut High Schools Not Making AYP
ELA Math0%
25%
50%
75%
100%
22%
78%
www.sde.ct.gov -- 2008
standards.nctm.org
Math Wars
Math Wars
TRADITIONAL PROGRESSIVEProcedures Concepts
Memorization UnderstandingWorksheets ManipulativesText Books RubricsRepetition Exploration
Math Wars, Latterell, Carmen M. -- 2005
Traditional Approach
Traditional Approach
Strengths Easy Implementation Systematic Instruction
Weaknesses Not Very Engaging Some Students do not Generalize
Math Wars, Latterell, Carmen M. -- 2005
Progressive Approach
Progressive Approach
Strengths• Engaging Activities
• Emphasizes Understanding
Weaknesses• Hard to Implement• Hard to Internalize Principles
Math Wars, Latterell, Carmen M. -- 2005
Grade
1st 2nd 3rd 4th 5th 6th 7th 8th
3 3
8
15
20
17 1618
24 24 25 25
34 3537
39
Top Achieving Countries NCTM
Number of Topics per Grade
Center for Research in Math & Science Education, Michigan State University
Center for Research in Math & Science Education, Michigan State University
80%
38%
Percent Correct
“There are 600 balls in a box, and 1/3 of the balls are red.
How many red balls are in the box?”
Grade 4 International Test Question
Changing Course
Changing Course
“Teachers face long lists of learning expectations to address at each grade level, with many topics repeating from year to year. Lacking clear, consistent priorities and focus, teachers stretchto find the time to present important mathematical topics effectively and in depth.”
www.nctm.org/focalpoints
NCTM Now Recommends
NCTM Now Recommends
Instruction should devote “the vast majority of attention” to the most significant mathematical concepts.
Focus on developing problem solving, reasoning, and critical thinking skills.
Develop deep understanding, mathematical fluency, and an ability to generalize.
www.nctm.org/focalpoints
National Math Panel Report
National Math Panel Report
“The manner in which math is taught in the U.S. is "broken and must be fixed."
www2.ed.gov/about/bdscomm/list/mathpanel/reports.html
National Math Panel Recommendations
National Math Panel Recommendations
Be "streamlined and should emphasize a well-defined set of the most critical topics in the early grades."
Emphasize "the mutually reinforcing benefits of conceptual understanding, procedural fluency, and automatic recall of facts."
Teach with "adequate depth."
Have an "effective, logical progression from earlier, less sophisticated topics into later, more sophisticated ones."
Have teachers regularly use formative assessment.
Math curricula should:
www2.ed.gov/about/bdscomm/list/mathpanel/reports.html
1. Screen all students and provide interventions to students identified as at-risk.
2. Instructional materials for students should focus intensely on in-depth treatment of whole numbers.
3. Instruction during the intervention should be explicit and systematic.
4. Include instruction on solving word problems that is based on common underlying structures.
5. Students should work with visual representations.
6. Devote ten minutes in each session to fluent retrieval of basic arithmetic facts.
7. Monitor student progress.8. Include motivational strategies.
ies.ed.gov
For over a decade, research studies of mathematics education in high performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country.
To deliver on the promise of common standards, the standards must address the problem of a curriculum that is “a mile wide and an inch deep.”
These Standards are a substantial answer to that challenge.
www.corestandards.org
www.corestandards.org
Kindergarten Standards
%
25%
50%
75%
100%
13%
Colleges Providing Sufficient Training
www.nctq.org
%
25%
50%
75%
100%
27%
Teacher Candidates Passing License Test
Massachusetts Teacher Licensing
Massachusetts Teacher Licensing
“Education leaders said that the high failure rate reflects what they feared, that too many elementary classroom and special education teachers do not have a strong background in math and are in many ways responsible for poor student achievement in the subject, even in middle and high schools.”
Boston Globe
% of Proficient & Advanced Students
www.doe.mass.edu/mcas/2009/results/summary.pdf -- 2009
Massachusetts Reading & Math
Massachusetts Reading & Math