Studies Question Value of Early-Algebra Lessons

Studies Question Value of Early-Algebra Lessons
Sarah D. Sparks, April 20, 2012,  Education Week
http://www.edweek.org/ew/articles/2012/04/20/29aera.h31.html?tkn=WWCCWgHX5J7ITJxsDMRYtjb8dRUSOvGUEUq6&cmp=clp-sb-ascd

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The Effects of Connected Mathematics 2 on Math Achievement in Grade 6 in the Mid-Atlantic Region

The Effects of Connected Mathematics 2 on Math Achievement in Grade 6 in the Mid-Atlantic Region

The 2006-11 Regional Educational Laboratory Mid-Atlantic at Penn State University has concluded a rigorous experimental study of the effect of the Connected Mathematics Project 2 (CMP2) on the mathematics achievement and engagement of grade 6 students.

CMP2 is designed to encourage students to be responsible for their mathematics learning by exploring different solution pathways, sharing their ideas with other students, listening to the ideas of others, and questioning each other.

The study, Effects of the Connected Mathematics Project 2 (CMP2) on the Mathematics Achievement of Grade 6 Students in the Mid-Atlantic Region , found that students who experienced CMP2 did not have greater mathematics achievement or engagement than comparison students who experienced other curricula. The study was conducted in 70 schools in the Mid-Atlantic region.

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Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process

Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process
Bethany Rittle-Johnson and Robert S. Siefler, Carnegie Mellon University
Martha Wagner Alibali, Unversity of Wisconsin–Madison
Journal of Educational Psychology 2001

Current reforms in education focus on teaching children mathematical concepts and often downplay the importance of procedural knowledge (e.g., NCTM, 1989). Furthermore, some educators treat the relations between conceptual and
procedural knowledge as unidirectional (e.g., Putnam et al., 1992). They claim that conceptual knowledge can support improved procedural knowledge but suggest that the reverse is not true. In contrast, we found that the relations between conceptual and procedural knowledge are bidirectional and that improved procedural
knowledge can lead to improved conceptual knowledge, as well as the reverse. Thus, it is important that both types of knowledge are inculcated in the classroom.”

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Math Wars: The Educational Industrial Complex

Math Wars: The Educational Industrial Complex
Nanoman :: Fri Apr 11, 2008   MotherTalkers

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Letter from Huck Finn: Thinking about Inverting, Multiplying, Understanding, and Hanging

Letter from Huck Finn: Thinking about Inverting, Multiplying, Understanding, and Hanging
March 11, 2012    Out in Left Field

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Letter from Huck Finn: Navigating the Connections Between Algebra and Tomato Paste

Letter from Huck Finn: Navigating the Connections Between Algebra and Tomato Paste
February 26, 2012   Out in Left Field

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Afraid of Your Child’s Math Textbook? You Should Be.

Afraid of Your Child’s Math Textbook? You Should Be.
Annie Keeghan   FEBRUARY 17, 2012   Chronic Sense

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Direct Instruction Statement

The Education Consumers Foundation believes that the Direct Instruction–long used with special needs students and to great effect–would substantially solve this problem.  As matters stand, however, it is used mostly after children have failed to read, fallen behind in all subjects, and become discouraged learners.  If it were used at the outset, virtually all students could be taught to read.

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Applications and Misapplications of Cognitive Psychology to Mathematics Education

Applications and Misapplications of Cognitive Psychology to Mathematics Education
John R. Anderson, Lynne M. Reder, Herbert A. Simon
Department of Psychology
Carnegie Mellon University
Pittsburgh, PA 15213

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An Interview with Russell Gersten and Rebecca Newman Gonchar- Is RTI Delaying the Inevitable or Inevitably Assisting Students?

An Interview with Russell Gersten and Rebecca Newman Gonchar- Is RTI Delaying the Inevitable or Inevitably Assisting Students?
Posted by Michael Shaughnessy EducationViews Senior Columnist on December 8, 2011    Education News

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Math Freedom for Our Texas Students

Math Freedom for Our Texas Students
Donna Garner   November 22, 2011  Education News

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THE GOOD AND BAD MATH BOOKS — GREAT EXPLANATION OF MASTERY OF LEARNING

THE GOOD AND BAD MATH BOOKS — GREAT EXPLANATION OF MASTERY OF LEARNING  — ALABAMA
Posted by Contributor EducationViews.org on January 12, 2012 in Blogs, Daily

I just returned from Montgomery where I spoke before the Alabama State Department of Education about my concerns with weak Math textbooks! Although the weak textbooks are still included in the approved list, the Minority report will be attached and included with the list. We can only hope that those making the decisions will read this report! The following is the Minority report that was presented!

A Minority Report

Submitted by Leigh Belcher:
Representing the opinions of:
Governor Robert Bentley’s Appointees to the 2011 Math Textbook Committee (Leigh Belcher, John Hargett, Sonja Jernigan, and Marian Lollar)
*Note: Dr. Jo Heath and Ms. Terry Lathan are also Governor appointees but submitted their individual reviews

As appointees by Governor Robert Bentley to the Alabama State Math Textbook Committee, I am writing this minority report to give our opinions on the math textbooks submitted for recommendation for adoption by the rest of the Alabama State Textbook Committee. The math textbook committee was formed and met in the absence of the appointees by the Governor. For this reason, we were unable to attend the meetings with the rest of the committee and are submitting this report so that our thoughts and opinions can be noted as well. Even though we are not yet confirmed by the Alabama Senate, we felt that it was our responsibility to still fulfill this obligation to the best of our ability.
In the opinion of the Governor’s appointees, as a committee, we believe a math textbook is a resource that must provide for a way for mastery learning and direct instruction of basic computational skills so that students can succeed. This committee believes success in mathematics is obtained through basic skills taught with direct instruction, worked examples, mastery of basic skills and fluency. Direct instruction involves increased instruction from teachers where teachers will explain what students are expected to learn and why and will demonstrate steps needed to accomplish academic tasks. Worked examples provide visual learning for students and allow students to see processes that lead to correct answers. Mastery learning or mastery of basic skills recognizes that math is a subject that builds on itself. With mastery learning, students do not proceed to new material until basic pre-requisite material is mastered. And, last but not least, fluency or automaticity of particularly basic math facts is needed to allow the eventual development of higher-order mathematical skills. When procedures are automatic/fluent, specifically basic facts, then students free up time to focus on the different aspects or the bigger picture of math problems and reasons behind the procedures. We believe that the type instruction explained above allows for each student of Alabama to have the greatest chance to reach his/her highest potential in the area of mathematics.

We have categorized the books we reviewed into two categories. The textbooks that we think are the best resource for the students of Alabama are listed in the “highest recommendation” category. The textbooks that fell short of what we feel offer the students of Alabama the best solid instruction in mathematics are listed in the “highest concerns” category. Below are our recommendations for the books we reviewed:
Highest Recommendation:
1. Saxon Math Author: Stephen Hake Publisher: Saxon
- Each lesson is explained in detail
-Teacher’s instructions are clear and direct/ the format is presented in a way that aides in professionally developing the teacher throughout the teacher’s lessons
-Topics are covered thoroughly and presented in a way that all material can be covered in the school year
- Encourages direct instruction from the teacher

2. Math in Focus Author: Dr. Fong Ho Kheong Publisher: Houghton Mifflin Harcourt
-This textbook is a version of the original Singapore Math. Mathematics students in Singapore are ranked #1 in the world. Primary Mathematics should also be considered as a textbook as it was the original Singapore math series.
-Many supplements to choose from at reasonable prices
-Many practice problems for students to master
-Topics are presented in a logical order and grade level appropriate

Highest Concerns:
1. Everyday Math Author: Max Bell Publisher: McGraw Hill
-This textbook places the main emphasis on mental math
-Algorithms as we know them have no particular importance to this program(and students are actually encouraged to develop their own algorithms instead)
-This textbook encourages the use of a calculator as early as kindergarten
-Too many games that happen to be very costly
-Not enough practice problems

2. Transmath Author: John Woodward/Mary Stroh Publisher: Cambium Learning/Sopris West
- Material did not appear to be presented in a logical order
- Unnecessary propaganda/commentary randomly throughout textbook
- Not enough practice problems

3. Investigations Author: TERC Publisher: Pearson Education
- Mostly all work done in groups/pairs so not enough direct instruction allowed
- Mostly presented in “game” format
- Confusing layout of materials because they offer many different “strategies” for each operation
- Computational methods are cumbersome and inefficient and mislead students by avoiding concepts of carrying, borrowing and common denominators

4. Envision Math Author: Scott Foresman/Addison Wesley Publisher: Pearson Education
- Encourages “interactive learning” (working in groups or pairs where kids use mental math and help each other figure out the answer using any method they choose)
-Mental math is encouraged throughout the textbook and the use of a calculator is also an important part of this curriculum( “going digital” is a section in lessons where kids work practice problems and only use a calculator)
-Concerned there is not enough structure to the lessons in this book/students are too free to learn and do not get enough guidance and direct instruction
- Not enough practice problems using a pencil and paper

5. Go Math Author: Juli Dixon Publisher: Houghton Mifflin/ Harcourt
- Too much cross curriculum (ie. Science, etc. being taught in this textbook)
- Journaling incorporated into this curriculum (practice sometimes focused on writing sentences instead of practicing math problems)
-Not user friendly for the student in the early learning years/Difficult to read this textbook in the early years(lots of numbers written out instead of the numerical symbol being used)

These are the textbooks that we were able to review in the time allotted. We focused on the textbooks for Grades 1, 3, 5 and 6 as we were short on time and needed to narrow down the amount of books to be reviewed. The absence of a textbook on this list should not be considered an endorsement for or against.
Also, in addition to these books, Governor appointee, Ms. Marian Lollar, focused her review on the Geometry textbooks and concurs with the report of the teachers on the textbook committee concerning all Geometry books. Other Governor appointees, Dr. Jo Heath and Ms. Terry Lathan submitted separate reports that have been provided to the State Board of Education members. Dr. Jo Heath focused her review on the areas in which she considered her expertise most valuable which was the Calculus and AP Calculus textbooks. Ms. Terry Lathan reviewed 6th grade books and offered insight to the committee on 5th grade books as well since she was a teacher in that grade level for many years.
In conclusion, the major concerns of the Governor appointees seem to be the math curriculums that do not teach with standard algorithms, encourage the use of a calculator in the early grades, lessen the focus on fluency of facts, and encourage group time without much teacher led instruction. All of these textbooks categorized as “highest concerns” listed above do not promote solid foundational math skills in the developmental stages of learning mathematics. Without a solid foundation, a student does not have an equal opportunity to succeed in mathematics.

Therefore, this committee recommends that the State Board of Education members strongly consider rejecting the Recommendations for Adoption as presented. There are too many books on the list that will encourage and continue to promote a weak math curriculum in our schools.

As quoted by Saint Augustine, “The higher your structure is to be, the deeper must be its foundation.” The more successful we wish for our students of Alabama to be, the stronger we must help lay a foundation for a later ability to succeed in mathematics. After all, the future of our society and job market currently shows an importance in the fields of math/science/technology. This is our future so let’s prepare our students to possess the ability to put their best foot forward!

Thank you for your time.
Leigh Belcher
Leighbelcher5@att.net
Community Volunteer/Parent
Submitted: January 11, 2012

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Common Core Quality Debated

Common Core Quality Debated
Jay P. Greene’s Blog   Feb. 16, 2012

Be sure to read the comments.

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HOW WELL ARE AMERICAN STUDENTS LEARNING?

The 2012 Brown Center Report on American Education:
HOW WELL  ARE AMERICAN  STUDENTS  LEARNING?

February 2012   Volume III, Number 1
by: TOM LOVELESS  Senior Fellow, The Brown Center on Education Policy

Despite all the money and effort devoted to developing the Common Core State Standards—not to mention the simmering controversy over their adoption in several states—the study foresees little to no impact on student learning. That conclusion is based on analyzing states’ past experience with standards and examining several years of scores on the National Assessment of Educational Progress (NAEP).

 

A final word on what to expect in the next few years as the development of assessments tied to the Common Core unfolds. The debate is sure to grow in intensity. It is about big ideas—curriculum and federalism. Heated controversies about the best approaches to teaching reading and math have sprung up repeatedly over the past century.18 The proper role of the federal government, states, local districts, and schools in deciding key educational questions, especially in deciding what should be taught, remains a longstanding point of dispute. In addition, as NCLB illustrates, standards with real consequences are most popular when they are first proposed. Their popularity steadily declines from there, reaching a nadir when tests are given and consequences kick in. Just as the glow of consensus surrounding NCLB faded after a few years, cracks are now appearing in the wall of support for the Common Core.

Don’t let the ferocity of the oncoming debate fool you. The empirical evidence suggests that the Common Core will have little effect on American students’ achievement. The nation will have to look elsewhere for ways to improve its schools.

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Parents, Professors Protest Pelham Math Program

Parents, Professors Protest Pelham Math Program
by Patrick Stapleton  01/24/12   Pelham

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The Rule of Failure

The Rule of Failure
Why do so many Eastern Washington University students struggle with basic math courses?
Daniel Walters  December 14, 2011  The Pacific Northwest Inlander

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Common Core State Standards: Implementation Activities, Timelines, Costs, and Input on Enhancements

Common Core State Standards: Implementation Activities, Timelines, Costs, and Input on Enhancements  
December 2011  Report to the Legislature
Prepared by:  Jessica Vavrus, Assistant Superintendent
Teaching and Learning
Office of Superintendent of Public Instruction

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The problem with math education

The problem with math education
By Valerie Strauss  01/13/2012  The Answer Sheet
This was written by Timothy S. Norfolk, who is the interim chair of the Department of Mathematics at The University of Akron, where he has been teaching since 1984.

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Math Gender Gap Not Result of Girls’ Low Self-Esteem, Researchers Say

Math Gender Gap Not Result of Girls’ Low Self-Esteem, Researchers Say
1/19/12  TheHuffingtonPost.com

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New Report Finds Significant Overlap in Federal STEM Education Programs

New Report Finds Significant Overlap in Federal STEM Education Programs

Maze of Programs Cost Taxpayers Billions, Rarely Reviewed for Efficacy

WASHINGTON, D.C. | January 24, 2012 -
Today, the Government Accountability Office (GAO) released a report on the scope and efficacy of science, technology, engineering, and mathematics (STEM) education programs.

The report, requested last January by House Education and the Workforce Committee Chairman John Kline (R-MN) and Subcommittee on Early Childhood, Elementary, and Secondary Education Chairman Duncan Hunter (R-CA), reveals more than 200 separate STEM programs operated across a bakers’ dozen of federal agencies.

“In recent years, the federal government has dedicated significant resources to developing STEM programs, yet taxpayers have seen little evidence that these programs are actually working. According to the GAO, only about a quarter of the 209 federal STEM programs have been evaluated for efficacy since 2005, and nearly 90 percent overlap with at least one other program” said Chairman Kline. “Investing in science, technology, engineering, and mathematics is a worthwhile endeavor – but pumping billions of dollars into programs that may be duplicative or unproductive is just plain foolish. Instead of adding programs paid for with taxpayers’ hard-earned money, we need to promote more efficient government by weeding out waste and investing wisely.”

Rep. Hunter said, “In order to keep our nation competitive, we need to make sure workers have skills and training to enter high-demand fields like science and engineering. However, federal STEM programs cost taxpayers approximately $3 billion each year, and today’s GAO report raises serious questions about whether this money is being put to good use. At a time when the United States continues to struggle with record debt and high unemployment, we must take a closer look at STEM program effectiveness to ensure our investment is helping our workforce thrive.”

Highlights from the report include:

In fiscal year 2010, 13 federal agencies invested over $3 billion in 209 programs designed to increase knowledge of STEM fields and attainment of STEM degrees.

The number of programs within agencies ranged from 3 to 46, with the Departments of Health and Human Services and Energy and the National Science Foundation administering more than half of these programs.

Almost a third of the programs had obligations of $1 million or less, while some had obligations of over $100 million.

Eighty-three percent of the programs GAO identified overlapped to some degree with at least 1 other program in that they offered similar services to similar target groups in similar STEM fields to achieve similar objectives.

Agencies’ limited use of performance measures and evaluations may hamper their ability to assess the effectiveness of their individual programs as well as the overall STEM education effort. Specifically, program officials varied in their ability to provide reliable output measures—for example, the number of students, teachers, or institutions directly served by their program.
To read the full report, click here.

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Their View: Mathematicians fight: “Math Wars” all over again

Their View: Mathematicians fight: “Math Wars” all over again
By Michael L. Hays / For the Sun-News     01/14/2012

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Edgemont Educators: New Math Program is a Plus

Edgemont Educators: New Math Program is a Plus
by Mark Chapman  01/11/12   The Dailey Greenburgh

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Parents outraged after slavery used to teach math

Parents outraged after slavery used to teach math
Jan 07, 2012  WDAM

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ARITHMETIC VERSUS THE ELITE

ARITHMETIC VERSUS THE ELITE
W STEPHEN WILSON

The question remains, how can I teach serious college level
mathematics to students who are ill-prepared?

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How reform curricula in the USA and Korea present multiplication and division of fractions

How reform curricula in the USA and Korea present multiplication and division of fractions
Ji-Won Son and Sharon L. Senk
Published online: 9 March 2010
# Springer Science+Business Media B.V. 2010

Abstract In order to give insights into cross-national differences in schooling, this study
analyzed the development of multiplication and division of fractions in two curricula:
Everyday Mathematics (EM) from the USA and the 7th Korean mathematics curriculum
(KM). Analyses of both the content and problems in the textbooks indicate that
multiplication of fractions is developed in KM one semester earlier than in EM. However,
the number of lessons devoted to the topic is similar in the two curricula. In contrast,
division of fractions is developed at about the same time in both curricula, but due to
different beliefs about the importance of the topic, KM contains five times as many lessons
and about eight times as many problems about division of fractions as EM. Both curricula
provide opportunities to develop conceptual understanding and procedural fluency.
However, in EM, conceptual understanding is developed first followed by procedural
fluency, whereas in KM, they are developed simultaneously. The majority of fraction
multiplication and division problems in both curricula requires only procedural knowledge.  However, multistep computational problems are more common in KM than in EM, and the response types are also more varied in KM.

Posted in Curriculum & Reviews, Math Textbook Reviews, Reports & Papers, Research | Leave a comment

Do the Math! Sex Divide Is Cultural, Not Biological

Do the Math! Sex Divide Is Cultural, Not Biological
Jennifer Welsh   LiveScience    12 December 2011

Posted in International News, National News | Leave a comment

Mercer Middle School Case Study: High Science and Math Achievement

Mercer Middle School Case Study:  High Science and Math Achievement
The Washington State Board of Education  October 28, 2010

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An Axiomatic Approach to Algebra and Other Aspects of Life

An Axiomatic Approach to Algebra and Other Aspects of Life
JANUARY 14, 2011  Cary Millsap

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How Mercer Middle School soared after struggling

How Mercer Middle School soared after struggling
Brian M. Rosenthal   December 4, 2011

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Seattle’s Math Secret Revealed (Revised)

Seattle’s Math Secret Revealed (Revised)
Monday, December 5, 2011  Cliff Mass Weather Blog

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Whoops! Discovery Math Wasn’t Key to Mercer Middle School’s Success

Whoops! Discovery Math Wasn’t Key to Mercer Middle School’s Success
by Michael van Baker on December 6, 2011   The Sun Break

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Calculator ban on young pupils

Calculator ban on young pupils
Nicholas Cecil and Anna Davis   1 Dec 2011   London Evening Standard

Posted in International News, Misc | Leave a comment

New Calculation: Math in Preschool

New Calculation: Math in Preschool
Chicago Teachers Add Principles of Arithmetic to Early-Childhood Education, Laying Base for Higher-Level Skills Later On
By STEPHANIE BANCHERO  NOVEMBER 29, 2011  The Wall Street Journal

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PREPARING STUDENTS IN MATHEMATICS College and Career Readiness

PREPARING STUDENTS IN MATHEMATICS
College and Career Readiness
WSSDA CONFERENCE
NOVEMBER 19, 2011

Dick Padrick
Clifford Mass
Paul Dunham
Linh-Co Nguyen
J.R. Wilson
Ted Nutting

The slides used in the presentation at the WSSDA Conference are available for download.

Click here to download a pdf of the slideshow submitted to the conference in advance.

Click here to download a pdf of the slideshow in its final version as shown during the presentation.

 

Posted in Events, Good Textbooks, Math Problem in WA State, Textbook Selection | Leave a comment

PARCC Model Content Frameworks

PARCC Draft Model Content Frameworks for Mathematics

REVISIONS TO THE PARCC MODEL CONTENT FRAMEWORKS FOR MATHEMATICS AND
ELA/LITERACY BASED ON PUBLIC FEEDBACK

PARCC MODEL CONTENT FRAMEWORKS
MATHEMATICS

GRADES 3–11
October 2011

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A National Study of Early Elementary Math Curricula

A National Study of Early Elementary Math Curricula
Sponsored by the U.S. Department of Education

This study takes a look at the achievement effects fo four elementary school math curriculum  The four curriculum are Investigations in Number, Data, and Space: Math Expressions: Saxon Math: and Scott Foresman-Addison Wesley Mathematics.  Here links to the reports the study has generated.

Achievement Effects of Four Early Elementary School Math Curricula
Findings for First and Second Graders
NCEE 2011-4001
Institute of Education Sciences
National Center for Education Evaluation and Regional Assistance
October 2010

Achievement Effects of Four Early Elementary School Math Curricula
Findings from First Graders in 39 Schools
NCEE 2009-4052
Institute of Education Sciences
National Center for Education Evaluation and Regional Assistance
February 2009

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OSPI Forum on Common Core State Standards

Title: OSPI Forum on Common Core State Standards
Location: Tyee High School SeaTac
Link out: Click here
Description: OSPI and statewide partners throughout the state are working together to coordinate multiple learning and input opportunities focused on implementation of the Common Core State Standards (CCSS). As one component of outreach during our state’s transition to the standards, and as directed by the Legislature in Second Engrossed Substitute House Bill 1087, Section 501, (1) (ii), the Office of Superintendent of Public Instruction would like to invite you and your colleagues to participate to provide input (details outlined in OSPI Memorandum M064-11):

OSPI will host a Public Forum on November 15 from 5-8pm at Tyee High School in SeaTac. The forum will provide high level information about the standards and to provide an opportunity for attendees to make recommendations about whether they should be enhanced, under what process and timeline. These events, as directed by the Legislature, will be open to the public.

If you cannot attend the forum, you are invited to complete an online survey available through November 23rd.

The memo is available here. Please feel free to contact the OSPI Teaching and Learning office if you have any questions about these opportunities. (360) 725-6417
Start Time: 5:00
Date: 2011-11-15
End Time: 8:00 pm

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Haverford HS Students, Parents Debate Pros and Cons of Math Program

Haverford HS Students, Parents Debate Pros and Cons of Math Program
Some want to see the College Preparatory Math program replaced, others do not.
By Alicia Guide     November 4, 2011  Haverford-HavertownPatch

Posted in Curriculum & Reviews, Math News in Other States | Leave a comment

Integrated math could be out in high schools

Integrated math could be out in high schools
By Nancy Badertscher October 27, 2011  The Atlanta Journal-Constitution

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Math teacher: Whatever math is called, too much content, too little review.

Math teacher: Whatever math is called, too much content, too little review.
October 22, 2011, by Maureen DowneyAtlanta Constitution Journal

Posted in Common Core State Standards, Math Standards | Leave a comment

Everyday Mathematics

Everyday Mathematics

Discussion on Zetaboards from 2007-09.

Scroll down and read the entry called Dueling Brochures: Everyday Math vs. Saxon Math.

Posted in Curriculum & Reviews, Math Textbook Reviews | Leave a comment

“Haven’t I just paid teachers to do this?”

“Haven’t I just paid teachers to do this?
LISA HUDSON STUMP | October 20, 2011   phillyBurbs.com

Who designed the math curriculum? I want to speak to this math Einstein about the choices he made for my kids. Why isn’t intensive focus on addition, subtraction and multiplication early in elementary school Arithmetic Priority One? Who decided that parents could just pick up the slack a few years later so teachers could roll right into lessons about fractions now?

Parents work full time at other jobs to pay a professional educator to teach arithmetic.

Having parents handle crucial math instruction is a recipe for disaster and it’s ludicrous to ask parents to do it. I’m sure the math curriculum designer was paid well to figure out how to get it done in school. I really don’t care when and how it’s done. Just do it before our children apply for jobs requiring basic math skills. Pleas

Read the complete article at the link provided above.

 

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Statway: The New Math Program For People Who Don’t Need Math

Statway: The New Math Program For People Who Don’t Need Math
CAMPUS NEWS, INFORMATION, NEWS
October 2, 2011 – by Ian Finkenbinder

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Straight Up Conversation: Math Scholar Hung-Hsi Wu on the Common Core

Straight Up Conversation: Math Scholar Hung-Hsi Wu on the Common Core
By Rick Hess on October 5, 2011

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2011 Math Conference Introduction

Here’s M.J. with a video introduction to the 2011 Math Conference at Clover Park Technical College on October 6, 2011.

 

Math is What You Do! – Clover Park Technical College
Here’s a video rap by Tha’ Duke

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S.F. schools to test new U.S. math standards

S.F. schools to test new U.S. math standards
Jill Tucker  September 27, 2011  SFGate.com

“We’re getting killed across the world in terms of mathematics,” said Terry Bergeson, executive director of the San Francisco School Alliance, a district partner in the implementation of the grant. “Around the rest of the world, the kids are … applying mathematics to real-world problems. We teach formulas. We teach algorithms. We teach math facts.”

Bergeson dream is to see 10-year-olds working out how to build a bridge in place of the current method of having a class of kids sitting in rows doing two-digit multiplication problems until their hand hurts.

“I think it’s going to be a revolution in mathematics across the country,” she said. “They can be a little engineer in the third grade.”

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Phoenix Rising Bringing the Common Core State Mathematics Standards to Life

Phoenix Rising   Bringing the Common Core State Mathematics Standards to Life
Hung-Hsi Wu   Fall 2011   American Educator

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School officials call for review of controversial math program

School officials call for review of controversial math program
ROSEMARY SHINOHARA  September 30th, 2011  Anchorage Daily News

Anchorage school administrators are recommending a months-long, in-depth review of the district’s kindergarten-through-eighth-grade math curriculum amid continuing agitation over the Everyday Mathematics program.

Posted in Curriculum & Reviews, Textbook Selection | Comments Off

UPDATED: Math Groups Team Up to Offer Common-Standards Help

UPDATED: Math Groups Team Up to Offer Common-Standards Help
By Catherine Gewertz on September 12, 2011   Education Week

Leading Math Education Organizations Form Common Core Coalition
September 7, 2011  NCTM

Mathematics Common Core Coalition

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New math equals trouble, education expert says

New math equals trouble, education expert says
Sep 21, 2011 CBC News

The answer is simple: old math is greater than new math, according to the Frontier Centre for Public Policy.

The study, titled Math Instruction that Makes Sense, “demonstrates conclusively that traditional math education methods are superior to the highly ineffective, discovery-based instructional techniques that are in vogue now in educational curricula,” said a news release from the public policy think tank.

Math Instruction That Makes Sense   (download the report)
By Michael Zwaagstra  September 2011   The Frontier Centre for Public Policy

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Barry Garelick: The Myth About Traditional Math Education

Barry Garelick: The Myth About Traditional Math Education
Barry Garelick  SEPTEMBER 20TH, 2011  Education News

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District Math Changes This Year and Next

District Math Changes This Year and Next
Marcia Worth  Sept. 20, 2011    SouthOrangePatch

Changes are ahead for math curriculum and instruction. Students in grades K-5 will have more time devoted to math this year, and the district will replace “Everyday Math” with the “Math in Focus” program. This change means that “spiraling” will be replaced by “mastery.”

 

Posted in Math News in Other States, Textbook Selection | Comments Off

Guest Post: SBAC Math Specifications Don’t Add Up

Guest Post: SBAC Math Specifications Don’t Add Up
W. Stephen Wilson  September 19, 2011   The Thomas B. Fordham Institute Flypaper

The conceptualization of mathematical understanding on which SBAC will base its assessments is deeply flawed.

Mathematical Practices, or what was usually called “process” standards in most states, do little more than describe how someone pretty good at mathematics seems to approach mathematics problems.  As stand alone standards, they are neither teachable nor testable. Mathematics is about solving problems, and anyone who can solve a complex multi-step problem using mathematics automatically demonstrates their skill with the Mathematical Practices, (whether they can communicate well or not).

It appears that the assessments will focus on communication skills and Mathematical Practices over content knowledge.

Posted in Assessments, Math Assessments, SBAC | Leave a comment

Rapid Improvments in K-12 Math Education Are Possible

Rapid Improvments in K-12 Math Education Are Possible
Cliff Mass  September 18, 2011  Cliff Mass Weather Blog

One of the most frustrating aspects of working on the improvement of math education is dealing with an educational establishment that makes decisions based on fads and opinions rather than empirical facts.

Posted in Uncategorized | Leave a comment

District Implements New Middle School Math Program

District Implements New Middle School Math Program
Submitted by hooses on Wed, 09/14/2011  Portland Public Schools (Maine, not Oregon)

The Portland Public Schools is implementing the University of Chicago School Mathematics Project as a new way of teaching math to all students in grades six through eight.

Posted in Math News in Other States, Misc | Comments Off

A Plea in Defense of Euclidean Geometry

A Plea in Defense of Euclidean Geometry
This article by Barry Simon of CalTech appeared in the Friday, February 6, 1998 issue of the Los Angeles Times.

Posted in Curriculum & Reviews | Comments Off

OSPI’s Common Core State Standards Mathematics Webinar

Title: OSPI’s Common Core State Standards Mathematics Webinar
Link out: Click here
Description: The Office of Superintendent of Public Instruction will be hosting a series of webinars in English language arts and mathematics that will address the transition to the Common Core State Standards in these subjects. These webinars are for all who are interested in developing and deepening their awareness of how the Common Core State Standards will impact student learning in Washington State.
Handouts for the webinars will be posted no later than 9AM on the day of the webinars on the OSPI Common Core State Standards website at:http://www.k12.wa.us/Corestandards/default.aspx. Recorded versions of the webinars will also be posted on the OSPI Common Core State Standards website for those who are unable to participate in the webinars.
Start Time: 3:30
Date: 2011/09/20
End Time: 4:30

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Students say they’re not prepared for college math: Microsoft survey

Students say they’re not prepared for college math: Microsoft survey
Wednesday, September 7, 2011  Puget Sound Business Journal

Only 20 percent of college students said they felt their high-school math and science courses prepared them well enough for their college courses, according to Microsoft Corp. surveys.

Posted in Math Problem in WA State | Comments Off

Seattle School Board Race: We Need Your Help!

Seattle School Board Race: We Need Your Help!
by dryeyes   SEP 05, 2011  Daily Kos

The four challengers—Sharon Peaslee, Kate Martin, Michelle Buetow, and Marty McLaren are all capable, intelligent education advocates poised to shift the balance of power on our seven-member School Board. They are up against opponents well funded by a wealthy political elite in the Seattle area. According to Public Disclosure Commission records, Seattle School Board candidates in 2007 spent a record $608,400.90. The winners raised 81.82% of those funds, and 57.75% of their contributions came from 17 contributors—14 of which consisted of 7 wealthy couples, including Steve and Connie Ballmer. Nowhere is it more evident that a wealthy political elite drives the privatization of public education than in Seattle. However, in Seattle, money alone doesn’t decide School Board elections.

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Where’s the Math? General Meeting

Where’s the Math? General Meeting

September 10, 2011
Date: Saturday, September 10, 2011
Time: 10:30 AM to 12:30 PM
Library: Skyway Library Room 1
Address:  7614 S. 126th St., Seattle, 98178   206-772-5541
Directions: http://www.kcls.org/skyway/directions.cfm

This is an open meeting, and anybody who is passionate about good math education is invited to attend, listen, and participate.  Hope to see you there.

Information, updates, and project reports will be presented that will include the new website, survey results, professional development, textbook adoption, CCSS, and elections.  If you are unable to attend the meeting but have information to report from you local district about textbook adoptions, school board elections, CCSS related activity, or other math related issues, please send a written report to webmaster@wheresthemath.com so the information can be shared at the meeting.

New Where’s the Math? Website

Where’s the Math? now has a new website.  The new website features changes in content, organization and presentation.  You are encouraged to explore the new website and get familiar with the information and how it is organized.  If you are familiar with the layout of the website and the information available, it will be more useful.

http://wheresthemath.com/

The black stripe below the graphic banner has pull down menus of the major topics.  Systematically go through and click every menu item to familiarize yourself with the content.

The News Items page is a dynamic page with new content added almost daily.  Links to math related articles and reports will be posted here.  Under each post it tells the category.  If you would like to see other posts related to that category, simply click on the category link.

There are plans for the website to change as new information is added and issues change.  New pages will be added to address specific topics. We want the website to be an informative and helpful resource to Where’s the Math? members, students, parents, teachers, administrators, school board members, and community members.  To that end, we are open to suggestions, ideas, and help.  Please contribute ideas for the website and links to articles by sending them to webmaster@wheresthemath.com.

Requests for Information, Resources, and Assistance

Where’s the Math? (WTM) responds to requests for information, resources, and assistance.  Relying on its membership network, WTM does its best trying to respond to requests by providing information, locating or identifying resources, and providing assistance to those making such request.  Depending on the request, WTM is often, but not always, able to connect people with appropriate resources to address their particular request.  Requests have come from concerned parents, teachers, school administrators, school board members, business community members, and advocacy groups.  WTM members have given presentations to groups about issues in math education.  If you need to contact WTM to request information, resources, or assistance, please send an email to webmaster@wheresthemath.com and provide specific background information with your request.

Considering CCSS When Adopting Math Textbooks?

If your school district is beginning to or already is in the process of adopting math textbooks, you need to be aware of this issue.  Many publishers state their textbooks are aligned with the Common Core State Standards (CCSS).  This is a great selling point for them especially since the state has formally adopted the CCSS and is in the process of phasing in the implementation over the next few years.  Be aware of which standards the publisher claims their texts/programs align with.  Many reform texts easily align with the CCSS Standards for Mathematical Practice (process standards).  These standards are not the same as the content standards.  So, if a publisher states their texts/programs align with the CCSS, dig deeper. Their program may only aligns with the Standards for Mathematical Practice and not the content standards.  Make sure textbooks align with the CCSS content standards.

 

 

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Schools’ state test results show gains in math, science

Schools’ state test results show gains in math, science
Lornet Turnbull    Seattle Times staff reporter  August 30, 2011

In making the announcements Tuesday, Randy Dorn, state superintendent of public instruction, said year-over-year gains suggest that new learning standards have been clarified and that there is “better alignment between instruction and what kids need to learn.

“We didn’t dramatically change what a fourth-grader has to know,” he said. “I believe the tests are just as tough, just as hard. The difference is they are being tested on what they just learned and there are clear, better standards.”

 

Posted in Assessments, WA State Assessments | Leave a comment

Schools take stock of new math program

Schools take stock of new math program
Dan Aceto   9/1/2011  Scarboroughleader.com

The Scarborough School Department now uses Math in Focus: The Singapore Approach. The new curriculum provides students with a balanced, research-based curriculum that emphasizes mastery and understanding of mathematical skills to develop critical and creative thinking, said Monique Culbertson, the department’s director of curriculum and assessment.

The curriculum follows what is known as a concrete-pictorial-abstract progression, meaning that students will understand both how math works and why it does, Culbertson said.

Posted in Curriculum & Reviews, Math Textbook Reviews | Leave a comment

MSP math scores at grades 3,4,5 : Seattle vs. CPSD

MSP math scores at grades 3,4,5 : Seattle vs. CPSD

In the fall of 2007…. Seattle adopted Everyday math

In the fall of 2009…. After years of frustration with Terc/Investigations
Clover Park adopted State Recommended “Math Connections” for grades 1 => 5

Here is a report on what OSPI annual testing reveals.

==============================
SEATTLE
MSP Math differential with state from 2010 to 2011 were worse at all three grade levels

MATH differentials were worse
Grade 3-Down 3.2% below state by 3.5%
Grade 4-Down 5.3% below state by 4.2%
Grade 5-Down 2.2% below state by 2.4%

Seattle’s poor performance on the MSP in 2010 was even worse in 2011.
Dr. Enfield talks about data driven decision-making …
She was CAO and now interim Supt. … is she ever going to fix this math mess at elementary school?

================
2 school years ago, Clover Park switched from Terc/Investigations to State recommended Math Connections in grades 1 through 5.  After the change came a huge improvement. Seattle has now been attempting to make Everyday Math work since fall of 2007 and scores keep getting worse for low income students when viewed by comparison with state low income scores.

CPSD has 60+% low income students
vs. Seattle’s 40+% low income.

CPSD Math grades 3, 4, 5
Low Income students
CPSD MSP Math vs. State in 2011

Grade 3-Above state by 3.3%    
Grade 4-Above state by 7.4%    
Grade 5-Above state by 3.9%    

Seattle’s low income students Math
Grade 3-below state by 3.5%    
Grade 4-below state by 4.2%    
Grade 5-below state by 2.4%    

WASL scores three years ago for Seattle and CPSD for low income students shows
as pass rates in Math

grade : Seattle : CPSD : difference
3rd : 51.1% : 46.1% => Seattle +5.0%
4th : 36.2% : 30.1% => Seattle +6.1%
5th : 45.6 % : 46.6% => CPSD +1.1%

Now after the CPSD change
comparing 2011 MSP scores with Seattle’s scores
shows

grade : Seattle : CPSD : difference
3rd : 44.3% : 51.1% : => CPSD by +6.8%
4th : 40.7% : 52.3% : => CPSD by +11.5%
5th : 44.8% : 51.1% : => CPSD by +6.3%

=====

Dan Dempsey

Posted in Assessments, Math Assessments | Leave a comment

Assessment Consortium Releases Math Content Specifications

Assessment Consortium Releases Math Content Specifications
Catherine Gewertz on August 30, 2011  Education Week

SMARTER Balanced’s math content specifications rest on four statements that describe the end goals of the assessment system. For each of those claims, the consortium specifies the types of evidence that would show that students have met those goals.  Here are the claims:

• #1: Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.
• #2: Students can frame and solve a range of complex problems in pure and applied mathematics.
• #3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
• #4: Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.

For a taste of how the claims and evidence lay out, take a look at page 19 of the content specifications. It shows one of the claims (in this case, claim #1), details the different ways evidence of mastery might be collected (“… This content can be assessed using a combination of selected response and short constructed response items, but may also be evaluated at a deeper level within long constructed response items and performance tasks…”), lists types of evidence of learning (such as this: “factors & multiples: Determine factors and multiples of whole numbers (1-100); Identify prime and composite numbers”), and specifies which standards are addressed by those activities.

Content Specifications with Content Mapping
for the Summative assessment of the
Common Core State Standards for Mathematics

REVIEW DRAFT
Available for Consortium and Stakeholder Review and Feedback
August 29, 2011
Developed with input from content experts and SMARTER Balanced Assessment Consortium Staff, Work Group Members, and  Technical Advisory Committee
Project Facilitator:  Linda Darling-Hammond   Stanford University   Palo Alto, CA
Principal Authors
Hugh Burkhardt, Shell Centre, University of Nottingham
Alan Schoenfeld, University of California, Berkeley

APPENDIX C
Provided Conjunction with
Content Specifications with Content Mapping
for the Summative assessment of the
Common Core State Standards for Mathematics

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Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals

Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals
Tonya Gau Bartell   University of Delaware
Copyright © 2011 by the National Council of Teachers of Mathematics, Inc.

Posted in Math Equity & Social Justice | Comments Off

Why Are Finland’s Schools Successful?

Why Are Finland’s Schools Successful?
The country’s achievements in education have other nations doing their homework
By LynNell Hancock  September 2011  Smithsonian magazine

Posted in International News, Misc, National News | Comments Off

Mathematics ― a la North Korea

Mathematics ― a la North Korea
Andrei Lankov   08-28-2011  The Korea Times Opinion

Posted in International News, Misc | Comments Off

Where’s the Math? Meeting

Title: Where’s the Math? Meeting
Location: Skyway Library
Link out: Click here
Description: Where’s the Math? General Membership Meeting
Skyway Library       Click here for directions.
7614 S. 126th St., Seattle, 98178
206-772-5541

Start Time: 10:30 am
Date: 2011-09-10
End Time: 12:30 pm

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Test Consortium Delays Release of Math-Content Specifications

Test Consortium Delays Release of Math-Content Specifications
Catherine Gewertz on August 25, 2011  Education Week

Posted in SBAC | Leave a comment

How to Fix Our Math Education

How to Fix Our Math Education
SOL GARFUNKEL and DAVID MUMFORD  August 24, 2011  The New York Times Opinion Pages

In math, what we need is “quantitative literacy,” the ability to make quantitative connections whenever life requires (as when we are confronted with conflicting medical test results but need to decide whether to undergo a further procedure) and “mathematical modeling,” the ability to move practically between everyday problems and mathematical formulations (as when we decide whether it is better to buy or lease a new car).

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Key Curriculum Press to Focus and Build Upon its Technology Assets

Key Curriculum Press to Focus and Build Upon its Technology Assets
Sells its high school mathematics textbook programs to Kendall Hunt Publishing
August 3, 2011   Press Release from Key Curriculum Press

Posted in Curriculum & Reviews | Comments Off

North Kitsap school board eyeing cuts to librarians, athletics

North Kitsap school board eyeing cuts to librarians, athletics
Angela Dice  June 10, 2011   Kitsap Sun

MATH CURRICULUM

Board members say they need more information before making a decision on a proposed new math curricula for elementary and secondary schools.

The curricula, called Math Expressions for elementary and Holt for secondary, include texts and online tips for students and parents, extra problems and video explanations. The cost is expected to be roughly $400,000.

Teachers speaking to the board said that the existing texts don’t have lessons on topics that appear in state tests, and that they have to create much of their own curriculum amounting districtwide to nearly 3 million copies of worksheets and handouts for students.

“Our kids are not achieving in math like they should,” Woodward said.

Read more: http://www.kitsapsun.com/news/2011/jun/10/north-kitsap-school-board-eyeing-cuts-to/#ixzz1VpZpE1l7

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New math classes coming to ninth grade

New math classes coming to ninth grade
Staff Reporter EducationViews on August 22, 2011   Education News

Posted in Algrebra Requirements, Math News in Other States | Comments Off

Civil rights survey: 3,000 US high schools don’t have math beyond Algebra I

Civil rights survey: 3,000 US high schools don’t have math beyond Algebra I
Stacy Teicher Khadaroo
Staff writer / June 30, 2011  The Christian Science Monitor

Posted in Math Problem in WA State, National News | Comments Off

U.S. Students’ Low Math Test Proficiency Could Have Consequences For GDP

U.S. Students’ Low Math Test Proficiency Could Have Consequences For GDP
Joy Resmovits  8/18/11   The Huffington Post

U.S. students rank poorly in proficiency on both domestic and international math exams, a problem that could cost the country $75 trillion over 80 years, according to a new study.

U.S. students fall behind 31 countries in math proficiency and behind 16 countries in reading proficiency, according to the report released Wednesday, titled “Globally Challenged: Are U.S. Students Ready to Compete?

 

Posted in Math Problem in WA State, National News, Reports & Papers | Comments Off

Globally Challenged: Are U.S. Students Ready to Compete

Globally Challenged: Are U.S. Students Ready to Compete

Posted in Math Problem in WA State, Reports & Papers | Comments Off

U.S. Math Performance in Global Perspective

U.S. Math Performance in Global Perspective

Posted in Math Problem in WA State, Reports & Papers | Comments Off

Primary Election Results for Seattle

Results from:

http://your.kingcounty.gov/elections/elections/201108/resPage9.aspx

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Remedial math routine for local grads at CCS

Remedial math routine for local grads at CCS
Jody Lawrence-Turner  August 14, 2011 The Spokesman-Review

High rates not new and are national, educators say; subject ‘is hard’

Posted in Math Problem in WA State, Math Remediation | Comments Off

Math ability is inborn, study suggests

Math ability is inborn, study suggests
Andrew Nusca | August 10, 2011  SmartPlanet

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A Big Shout Out to Ballard High School

A Big Shout Out to Ballard High School AP Calculus Students and pre-calculus teacher Bill Bonney and calculus teacher Ted Nutting for outstanding results on AP calculus AB scores for 2011.  They are at the top of the district.

Posted in Success Stories | Tagged AP calculus, Ballard High School | Comments Off

FIX YOUR MATH PROBLEM, SEATTLE!

FIX YOUR MATH PROBLEM, SEATTLE!

By Ted Nutting, Ballard High School AP Calculus AB teacher

For years, Seattle schools have been failing our students in math.  Their scores on the state test are terrible; many of our high school graduates must take remedial math in college; the achievement gaps between students of different races and socioeconomic status continue to widen.  Our children face narrower career and life options.

Things aren’t improving.  The “reform math” textbooks and teaching methods we’ve used for over 15 years just don’t work.  We need what works – direct instruction by competent teachers using good textbooks.  This year we have a chance to elect school board members who will make that happen.

The board is split:  three (Michael DeBell, Betty Patu, and Kay Smith-Blum) have consistently supported good math; three (Steve Sundquist, Sherry Carr, and Peter Maier) have opposed it; and one – Harium Martin-Morris – has been ambivalent. To produce a pro-math majority, we need to replace at least one of those four, and they all are up for reelection this year.  The new board must hire a permanent superintendent committed to sound mathematics instruction and must, as soon as financially feasible, replace the reform textbooks currently used with ones that support direct instruction.

Parents can see what’s happening:  how often do math assignments come home with no clear directions, no explanations, no examples, and often no right answers?  That’s reform math.  How many children pull out calculators to do the simplest arithmetic?  Reform again.  How many get good grades in school but can’t seem to handle math they should know?  Once again, it’s reform.

In the face of this, school officials push to implement reform math even more fully.  They hire math “coaches” who indoctrinate teachers in reform math.  They contract with the University of Washington College of Education, long steeped in reform math, to provide “professional development” for math teachers.  And they recently hired a reform math firm to start up the new STEM (Science, Technology, Engineering, and Mathematics) program at Cleveland High.  The obvious evidence that reform math does not work leaves them unfazed.

Seattle officials claim that reform math promotes equity and reduces the achievement gap; it doesn’t.  They want teachers to use “differentiated instruction,” another reform staple, to handle problems created when they constantly put students who can’t do the work in classes alongside those who can.  That doesn’t work either.

Seattle has had some major successes.  Schmitz Park Elementary has no gifted magnet program, but it started using Singapore Math textbooks in 2007.  Its students’ math scores soared; last year the 5th graders had the third highest passing rate in the state on the state test.  North Beach Elementary began using Saxon Math in 2001.  Their scores rose dramatically and stayed high for years, until a new principal, who opposed Saxon, took over; then the scores plummeted.   Ballard High School students’ scores on the AP calculus test have for several years averaged far higher than those of any other school in the district. What these three programs have in common is that they don’t use reform math.

Singapore Math and Saxon Math are excellent, real-math programs; Schmitz Park and North Beach have special permission to use them.  At Ballard, teachers of the feeder pre-calculus course and the AP calculus course both primarily use direct instruction, de-emphasizing the use of calculators.  The AP class uses an older calculus book rather than the reform text.

How do Seattle administrators respond? Ignore the successes, or, if forced to acknowledge them, give no credit to the textbooks or teaching methods used. When asked recently about Schmitz Park and North Beach, Interim Superintendent Susan Enfield and Board president Sundquist credited those successes to excellent teachers, saying that a good teacher can have success with any text.  But those teachers will say the results depend on the textbooks and the teaching methods as well.

Seattle’s children deserve to succeed in math. Why are we so complacent with their failure?  Do we care enough about their math learning to elect school board members who have the courage to give our children the opportunity to learn real math?  Let’s hope so; it’s time to fix the math problem in Seattle’s schools.

 

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OSPI’s Common Core State Standards Webinar

Title: OSPI’s Common Core State Standards Webinar
Link out: Click here
Description: August 10th is the first of three initial webinars that will focus on Washington’s Common Core State Standards for English Language Arts and Mathematics. August 10th will provide a high level overview of the initiative and Washington’s recent adoption of the standards, state transition plans and supports that are currently available. The intended audience for this webinar is school building and district administrators.
Start Time: 10:00 AM
Date: 2011-08-10
End Time: 11:30 AM

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Primary Election

Title: Primary Election
Description: Vote! Get your ballot mailed in today if you are voting by mail.
Date: 2011-08-16

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School Board candidate Marty McLaren links 30 percent dropout rate to “fuzzy” math books

School Board candidate Marty McLaren links 30 percent dropout rate to “fuzzy” math books
Steve Shay    2011-07-16   West Seattle Herald

17-year Delridge resident disses Discovery books; cites disconnect between School Board and community

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Is Grade 8 too early for algebra?

Is Grade 8 too early for algebra?
By Rob Kuznia Staff Writer  07/09/2011  daileybreeze.com

Posted in Algrebra Requirements | Leave a comment

The State of High School Textbooks

The State of High School Textbooks
Guershon Harel and W. Stephen Wilson   Notices of the AMS June/July 2011

Posted in Good Textbooks, Math Textbook Reviews | Leave a comment

The Common Core State Standards— Education Reform and Us

The Common Core State Standards— Education Reform and Us
Solomon Garfunkel  JUNE/JULY 2011      NOTICES OF THE AMS

We will be living with this version of the standards for at least the next ten years, and it will determine what and how K–12 mathematics is taught and tested.

…we risk having a small minority make decisions that will affect us all for years and years to come.

Posted in Common Core State Standards, Math Assessments | Leave a comment

Think again about learning math

Think again about learning math – Editorial Columns | Centre Daily Times – State College, PA | Penn.
June 15, 2011

Posted in Teachers, Uncategorized | Leave a comment

Want Better Math Teachers? Then Train Them Better

Want Better Math Teachers? Then Train Them Better
ScienceDaily (June 9, 2011)

Posted in Teacher Preparation | Leave a comment

Race to the Top Assessments and Assessment Consortium Information and News

Viator, Heffner to Lead ETS’s Common Assessment Work
Apr. 20, 2011 Marketwire

Seven Reasons Why the Assessment Consortia Will Matter More than Race to the Top
Bill Tucker 07/01/2010 Educationnext

Race to the Top Assessment: Only Three Consortia Apply
Catherine Gewertz June 24, 2010 Education Week

A Sneak Peek at Race to Top Assessment Plans
Catherine Gewertz June 21, 2010 Education Week

Race to new tests
April 18, 2010 Joanne Jacobs

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Reports on Assessment

What Do the NAEP Math Tests Really Measure?
By David Klein Notices of the AMS January 2011

Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity?
Margaret Heritage
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Graduate School of Education and Information Studies University of California, Los Angeles
Paper prepared for the Council of Chief State School Officers September 2010

2009 Mathematics Report Card
National Assessment of Educational Progress (NAEP)

Why the WASL is so Awful!!
Published by Citizens United for Responsible Education (CURE)
http://www.CureWashington.org Third printing, January, 2006

Posted in Assessments, Math Assessments, Reports & Papers, WA State Assessments | Leave a comment

Articles about assessments

Unanswered questions about standardized tests
Valerie Strauss 04/26/2011 The Washington Post

The myths of standardized testing
Valerie Strauss 04/15/2011 The Washington Post

Guest Commentary: Everything they didn’t tell you about CSAP
Angela Engel 03/25/2011 The Denver Post

Chinese students’ high scores in international tests come at a cost
Megan K. Stack January 13, 2011 Los Angeles Times

Will the New Assessments Make a Difference?
Catherine Gewertz on January 12, 2011 Education Week Curriculum Matters

Rethinking Advanced Placement
CHRISTOPHER DREW January 7, 2011 The New York Times

In PISA Test, Top Scores From Shanghai Stun Experts
brooks January 7, 2011

Despite recent test scores, China is not ‘eating our lunch’
Kam Wing Chan January 2, 2011 The Seattle Times

The Test Chinese Schools Still Fail
High scores for Shanghai’s 15-year-olds are actually a sign of weakness.
JIANG XUEQIN DECEMBER 8, 2010 The Wall Street Journal

Shanghai Schools’ Approach Pushes Students to Top of Tests
DAVID BARBOZA December 29, 2010 The New York Times

Chieppo and Gass: Despite success, MCAS under siege
Charles Chieppo and Jamie Gass Dec 29, 2010 The MetroWest Daily News

MAYOR BLOOMBERG, CHANCELLOR KLEIN AND EDUCATION SECRETARY ARNE DUNCAN ANNOUNCE PILOT PROGRAM TO MODERNIZE THE GENERAL EDUCATIONAL DEVELOPMENT TEST TO BETTER PREPARE STUDENTS FOR COLLEGE AND CAREERS
FOR IMMEDIATE RELEASE PR- 503-10 December 9, 2010

Report Builds Mountain out of Education Ant Hill
Richard Innes September 21, 2010 Bluegrass Policy Blog

Testing, the Chinese Way
ELISABETH ROSENTHAL: September 11, 2010 The New York Times

State Group Piloting Teacher Prelicensing Exam
Stephen Sawchuk August 30, 2010 Education Week

10 Queens Pupils Got Second Chance at State Test
TRIP GABRIEL July 11, 2010 The New York Times

Students face new tests in reading, math
MSAs could be phased out after state implements planned curriculum changes
July 2, 2010 JESSE YEATMAN SoMdNewscom

Can New York Clean Up the Testing Mess?
Two top education officials tackle rampant score inflation.
SOL STERN Spring 2010 City Journal

NY passes students who get wrong answers on tests
CARL CAMPANILE and SUSAN EDELMAN June 6, 2010 New York Post

Race to new tests
April 18, 2010 Joanne Jacobs

Assessment vs. Achievement Tests
Eleanor G. Campbell FEBRUARY 1999 Education Reporter

A National Yardstick for Gauging Math Progress
States Show Uneven Performance; Even Top Achievers Fall Short
By Christopher B. Swanson January 14, 2010 Education Week

States Lower Test Standards for a High School Diploma
IAN URBINA January 11, 2010 The New York Times

What Are Science & Math Test Scores Really Telling U.S.?
Alan S. Brown Linda LaVine Brown WINTER 2007 THE BENT OF TAU BETA PI

NAEP Plan for Students With Disabilities Criticized
Mary Ann Zehr November 10, 2009 Education Week

Experts, Public to Weigh In on Common Tests
Michele McNeil October 20, 2009 Education Week

California math scores among the lowest
Jill Tucker October 15, 2009 The San Francisco Chronicle

How to Improve National Math Scores
By THE EDITORS October 15, 2009 The New York Times Opinion

NAEP Math Scores Idle at 4th Grade, Advance at 8th
Sean Cavanagh October 14, 2009 Education Week

U.S. Math Tests Find Scant Gains Across New York
JENNIFER MEDINA October 14, 2009 The New York Times

Algebra 2 Test Yields Poor Results in Year II
Sean Cavanagh September 30, 2009 Education Week

Reading Incomprehension
TODD FARLEY September 27, 2009 The New York Times

Experts: Test focus driving education wrong way, not preparing college-bound NYC students
MEREDITH KOLODNER AND RACHEL MONAHAN September 8th 2009, NYDailyNews

Stanley Kaplan, Pioneer in Preparing Students for Exams, Dies at 90
KAREN W. ARENSON August 24, 2009 The New York Times

State tosses out three ISTEP questions
May 29, 2009 Sandra Chapman Eyewitness News

Education Secretary Says Aid Hinges on New Data
SAM DILLON April 1, 2009 The New York Times

Are R.I. test results misleading?
Scores said to be modest and rising are really low and falling.
DAVID ANDERSON Providence Journal February 18, 2009

Math Tests For Five-Year-Olds?
NYC Proposal To Assess Kindergartners’ Skills Stirs Debate Over Standardized Tests
NEW YORK, Aug. 28, 2008 CBS Interactive Inc.

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News Articles & Misc. Related to Math Textbooks/Programs

Have you researched your child’s math text lately?
Beth Schultz September 11, 2009 The Times Record

Which math book to use? A passionate debate rages
A wave of change in math teaching is about to hit Washington. It’s bringing furious arguments over how to get all kids to meet new math standards — and which textbook series does the best job.
Katherine Long Seattle Times August 16, 2009

Pearson Acquires Stake in 2 Indian Education Companies
HEATHER TIMMONS June 24, 2009 The New York Times

Needham Public Schools decide whether to update Investigations math program
Steven Ryan Wicked Local Needham Jun 24, 2009

Connecticut District Tosses Algebra Textbooks and Goes Online
The New York Times By WINNIE HU Published: June 8, 2009

Some Comments on MathLand, Connected Mathematics, and the Japanese Mathematics Program
R. James Milgram Department of Mathematics Stanford University

School math books, nonsense, and the National Science Foundation
David Klein Department of Mathematics California State University, Northridge

MATH PROBLEMS
Why the U.S. Department of Education’s recommended math programs don’t add up
By David Klein

Elementary School Mathematics Priorities
By W. Stephen Wilson Professor of Mathematics Johns Hopkins University and Former Senior Advisor for Mathematics Office of Elementary and Secondary Education U.S. Department of Education

Posted in Curriculum & Reviews, Good Textbooks, Math Textbook Reviews, Textbook Selection | Leave a comment

Collection of Studies & Reports

Learning algebra
Eugene, OR October 17, 2009 H. Wu

A QUALITY MATH CURRICULUM IN SUPPORT OF EFFECTIVE
TEACHING FOR ELEMENTARY SCHOOLS

WILLIAM HOOK, WAYNE BISHOP AND JOHN HOOK 3 January 2007

A Close Examination of Jo Boaler’s Railside Report
by Wayne Bishop , Paul Clopton , and R. James Milgram

Microsoft Math Partnership YEAR 1 REPORT
JULY 2008 DUANE B. BAKER, Ed.D. GREGORY A. BIANCHI, Ed.D. KARI M. PETERSON, Ph.D. CANDACE A. GRATAMA, Ed.D. Prepared for the Microsoft Corporation and the Puget Sound Educational Service District
Baker Evaluation, Research, and Consulting, Inc (The BERC Group)

College-Preparatory Curriculum for All: The Consequences of Raising Mathematics Graduation Requirements on Students’ Course Taking and Outcomes in Chicago
Author(s): Elaine M. Allensworth, Ph.D. and Takako Nomi, Ph.D., Consortium on Chicago School Research University of Chicago

Minority Performance After A Remedial Mathematics Course
August 20, 1999
David Tello, University of Illinois-Chicago (UIC)
Faculty Mentor: Rodrigo Carramiñana, Ph.D., Mathematics

The Impact of Mathematics Specialists in Virginia
Dr. William Haver May 21, 2008
Committee on Education and Labor
United States House of Representatives

Good intentions are not enough
Richard Askey

The Role of Long Division in the K-12 Curriculum
David Klein R. California State University, Northridge
James Milgram Stanford University
Abstract
We discuss the role of long division in the K – 12 mathematics curriculum. We begin by reviewing the reasons that most math educators today depreciate the topic and other topics in the curriculum that derive from it, such as polynomial long division or polynomial factorization. Later we show that this view is simply wrong mathematically. The role of long division is not just to divide one rational number by another, but the algorithm itself contains the initial exposure of topics which become crucial in the core applications of mathematics in our society today. Following the introduction, we discuss methods for teaching long division in such a way that the underlying concepts can be understood by students. We then provide more details about the ways in which these concepts develop in later mathematics course, and why they are so important.

Long Division: A Touch-Stone for a Few Teaching Principles
Ron Aharoni

Algorithms
Greta Bornemann, George Bright, Boo Drury and Karrin Lewis,
Mathematics Teaching and Learning Team, OSPI

The Case For Long Division
Brian D. Rude, 2004

The Case Against Long Division
Anthony Ralston

BEYOND PEMDAS: TEACHING STUDENTS TO PERCEIVE ALGEBRAIC STRUCTURE
Ethan Michael Merlin, Master of Arts, 2008

“Order of operations” and other oddities in school mathematics
H. Wu September 13, 2007

BASIC SKILLS VERSUS CONCEPTUAL UNDERSTANDING
A Bogus Dichotomy in Mathematics Education
BY H. WU AMERICAN EDUCATOR Fall 1999

The Effects of Interleaved Practice
KELLI TAYLOR and DOUG ROHRER 30 July 2009
Department of Psychology, University of South Florida, USA

The shuffling of mathematics problems improves learning
Doug Rohrer Kelli Taylor August 2006

What Should Be Taught in the Elementary Mathematics Curriculum
H. Wu June 2, 2007

Future High School Math Teachers and Upper Level Math Courses
Dr.Richard Hill Michigan State University

What (Future) High School Teachers Need to Know about Trigonometry
Dr.Richard Hill Michigan State University

The Mathematics K-12 Teachers Need to Know

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