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mathproficiency - Making Proficiency in Math Soar to...

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Unformatted text preview: Making Proficiency in Math Soar to Greater Heights November 2, 2006 Claudia Ahlstrom Agenda Look at the data Review released NMSBA item Look at NM Math Standards Standardsbased classroom Implementing connections Instructional materials Cognitive demand Resources Math Grade 4 ascending items Difficulty Type of item Score Item number Proficiency levels Grade 4 Math OE Points Total % Hi Mid Low 0 16 1 9 50 1 16 4 17 25 2 27 20 34 15 3 30 48 32 4 4 10 28 7 0 4th grade item Do this problem and be thinking about: What students need to know & be able to do to be successful on this type of task. NM Math Standards Number & Operations Algebra Geometry Measurement Data Analysis & Probability Process Standards Problem Solving Reasoning & Proof Communication Connections Representations Classroom Experiences What types of classroom experiences do students need to be prepared for NMSBA? What should curriculum & instruction look like to support this type of learning? What might a standardsbased classroom look like? What kind of support will teachers need to implement this type of curriculum? Improving Mathematics Teaching James Stigler & James Hiebert Cultural Nature of Teaching Making connections v. using procedures Implementating connections problems Instructional Materials What are the characteristics of the kinds of instructional materials that would best support content & process standards based instruction? MC Rationale for Program Recommendations Math Content: Problem Solving Connections Communication & Representation Reasoning & Proof Comprehensive & Standards Based Instructional Design and Student Experiences: Clear Goals & Deep Understanding Active Learners Explore Math using Manipulatives & Technology Teacher Role: Tasks and Lessons for Students Sense Making & Facilitating Learning Assessment: Integrated into Instructional Program 1. Reflects problem solving nature of mathematics 2. 3. 4. 5. & thinking that mathematicians use. Makes connections within mathematics and between disciplines. Incorporates mathematics as communication and representation into the program. Incorporates mathematics as reasoning and proof into the program. Is comprehensive & includes math content emphasized in NM Standards and Benchmarks at each grade level. Category 1 Mathematics Content Processes 1. States learning goals clearly and explicitly and students are asked to work on worthwhile mathematical tasks. 2. Is coherent and attends to students' prior knowledge. 3. Provides extensive use of openended, free response, questions. 4. Incorporates calculators, computers and/or other technology into the program as tools for students to use to do mathematics. 5. Is appropriate for all students. 6. Provides differentiated instructional strategies to address diverse learning needs (i.e., ELL and SPED). 7. Supports learning at home. Category 2 Instructional Design 1. Designed so students are active learners. 2. Designed for students to construct their own understanding of mathematics. 3. Asks students to engage in mathematical discourse. 4. Provides manipulatives and/or technology to explore mathematical ideas, model mathematical situations, analyze data, calculate numerical results and solve problems. 5. Expects students to determine when they need to calculate in a problem and whether they require an exact or approximate answer. 6. Expects students to reflect on, make judgments about, and report on their own thought process, problem solving attempts, and performance. 7. Provides userfriendly students' materials Category 3 Student Experiences 1. Provide suggestions to teachers so that in tasks and lessons teachers can help students. 2. Provide suggestions for teachers in initiating and orchestrating mathematical discourse. 3. Provide assistance to teachers to facilitate learning by all students. 4. Provide suggestions to teachers for establishing a student centered classroom learning environment. 5. Provide suggestions to teachers to help them reflect on what happened in the classroom so that they can adjust or adapt their teaching plans. Category 4 Teacher Role: Instructional Materials Category 5 Assessment 1. Integrates content and process standards into the instructional program 2. Uses multiple means of assessment, informal as well as formal 3. Includes assessment tasks making connections between mathematical ideas. 4. Assesses conceptual understanding and procedural knowledge frequently through tasks that ask students to apply information about a given concept in novel situations. Cognitive Demand Memorization Tasks Procedures without Connections Tasks Procedures with Connections Tasks Doing Mathematics Tasks Resources Tasks: NAEP, BAM Instructional Materials: MC, NCREL, TERC, ...
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This note was uploaded on 11/11/2011 for the course MATH 112 taught by Professor Jarvis during the Winter '08 term at BYU.

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