Happy Birthday CRMC 20 Years Happy Birthday 20
Happy Birthday CRMC 20 Years!
Happy Birthday 20 + Years!
In mathematics there are VARIABLES and CONSTANTS During CRMC’s twenty year history there have been many variables, but one constant. Ruby A. Tucker
R Responsible: Whatever task was asked of Ruby, I was ALWAYS sure it would be well done. U Unassuming: Ruby is a wonderful unassuming person…there is not a pretentious bone in her body! And she is always ready to give credit to others. B Beautiful spirit: It was a privilege to get to know Ruby. She is a beautiful spirit and is the first to see the beautiful spirit in other, especially children. Y Young at heart. Ruby’s energy keeps us young at heart Helen P. Collins
Whenever I think about my time at CRMC – even beyond the PRIME camps – the one face I see every time is that of Ruby Tuckerher smile, bright eyes and eager-to-be-ofassistance-demeanor. The thing about Ruby – you never really had to ask her to do anything: by the time you’d figure out something needed doing, Ruby was always busy getting it done! What a real jewel! Susan Pruet
Ruby is CRMC's value-added resource. She has a love and appreciation for the great lessons and activities whose dusty pages might be passed over for the glossy print. Ruby always cheered when I dug out some of my favorite activities on yellowed, faded pages or even purple ditto sheets. She is a champion for the best mathematics for every student. She has cheerfully served as a mentor and coach. She has earned an advanced degree in cutting and pasting and an award for best supporting actress in the Phillips/Tucker Road Show. Ruby's service to the mathematics community proves that the best things in life and at CRMC are free. Thanks, Ruby. Kitty Fouche
I was blessed to be able to work alongside Ruby when I came to the Collaborative as the secondary resource teacher. I learned so much from her example then. I am especially blessed, as is everyone associated with the Collaborative that Ruby continues to be a shining example for all of us. She is both a mentor and a friend! Kenneth Jones
Ruby A. Tucker PRIME Scholarship This scholarship, administered by the CSU Foundation, will provide financial assistance to help girls with financial need attend PRIME Camp.
CRMC First Director Helen Purks Collins 1989 -1995, 1998
CRMC…the earliest days
1989: The Ford Foundation $ 8, 000 matching grant to create a local urban math collaborative
1989: The Ford Foundation Existing Mathematics Collaboratives: l l l Cleveland Minneapolis-St. Paul San Francisco Philadelphia Los Angeles Pittsburgh New Orleans St. Louis Raleigh-Durham Memphis San Diego
l We needed to l write the grant…the original collaborative was for high school teachers l enlist area school system support l create a board of business and industry leaders and educators (the collaboration) l raise $ 8, 000
CADRE of TEACHERS Chattahoochee Council of Teachers of Mathematics, NCTM affiliate
Former Mayor Bill Feighner Ø Hosted luncheon Ø Helped develop the board Gene Demonet, Chairman of the Board Frank Brown Jim Ballengee John Boland Joyce Lee Glenn Vaughn Rolla Baumgartner Bob Bushong
Now what?
Birds of a Feather
Ford Foundation $10, 000 “NRM”
C to Shining C Collaborative to Shining Collaborative $10, 000 Travel Grant
PRIME Positive Reinforcement in Mathematics Education Kitt Lumley Ruby Tucker
Woodrow Wilson Foundation Pam Coffield Statistics and Data Analysis Geometry
Mathematical Modeling Mathematics Teachers Business and Industry Mathematicians
Multiple grants per year High School Teachers Middle School Elementary
The Knight Foundation $30, 000 for Prep PRIME Telephone call from Knight Think BIGGER $250, 000 Algebra for All
Provided leadership for initiatives for the state of Georgia l. Project ’ 92 l. SYNERGY
CRMC $ 3, 511, 419. 00
Birds of a Feather
Improve math education for our students
Develop Teacher Leaders CRMC!
CRMC Second Director Susan Pruet 1995 -1997
CRMC Events 1997 -1999 Great New Hires! l Elementary Math/Science Camps l Math. Fest l CSU-Math Department/CRMC grant College Algebra through Mathematical Modeling l CRMC moved to Center for Excellence in Math/Science Education (CEMSE) l
My Favorite Problem from Columbus Fractions Food And…ughh Dieting Just in time for Thanksgiving!
The Turkey Problem Susan’s diet allows her to eat ¼ pound of turkey breast. She ordered ¼ pound of turkey from the local deli. The sales person sliced 3 uniform slices, weighed the slices, and said, “This is a third of a pound. ” So, how many of the 3 turkey slices could Susan eat and stay on her diet and get to eat as much as she is allowed?
CRMC Third Director Ann Assad 1998 -2004
Connecting the Dots: Seeing the Whole Picture Ann Assad Austin Peay State University Clarksville, Tennessee
Emerging research and recently published documents guided our work.
National Council of Teachers of Mathematics Principles and Standards for School Mathematics (2000) q Emphasis on the Process l Problem Solving l Reasoning and Proof l Communication l Connections l Representation Standards
q Integration of Six Guiding Principles across the Standards • • • Equity – high expectations and strong support for all students. Curriculum – a coherent curriculum, well articulated across the grade levels. Teaching – challenging students and supporting their learning. Learning – actively building knowledge through experience and prior knowledge. Assessment – providing useful information for both teacher and student. Technology – influences the mathematics that is taught and enhances students’ learning.
Education Development Center K-12 Curriculum Summaries (1998, 2005) Provides information about researchbased curricula for elementary, middle grades, and high school.
Education Development Center Choosing a Standards-Based Curriculum (2000) Provides guidance in reviewing standardsbased curricula and for selecting and implementing curricula.
Based on these documents, along with current research, CRMC developed a vision of P-12 mathematics education that integrated curriculum, teaching, and learning both horizontally (within grade levels) and vertically (between grade levels).
The implementation of this vision was the development of three integrated projects funded by Improving Teacher Quality State Grants (formerly Eisenhower). High School Project Middle School Project Early Childhood Project
Teachers came together to share and learn.
Students and teachers worked together in camps and classrooms.
We relentlessly solved problems (and still do).
A Question: What is the relationship between the area of a great circle of a sphere and the surface area of the sphere?
Data Collected by Students Surface Area of Ratio of Great Circle Sphere A 2 to A 1 (A 1) (A 2) 5 20. 5 4. 10 22. 8 88 3. 86 12 41 3. 42 3 12 4. 00 1. 25 5. 25 4. 20 Average 3. 92
Data Collected by Students 100 Surface Area of a Sphere Surface Area of Ratio of Great Circle Sphere A 2 to A 1 (A 1) (A 2) 5 20. 5 4. 10 22. 8 88 3. 86 12 41 3. 42 3 12 4. 00 1. 25 5. 25 4. 20 Average 3. 92 Surface Area of Sphere (Wikki Stix) 90 80 70 60 50 40 30 20 10 0 0 5 10 15 Area of Great Circle (Wikki Stix) 20 25
Compare our results to the formulas for area. Area of a circle A c = π r 2 Surface area of a sphere A s = 4 π r 2 As÷Ac = 4
Some problems to think about.
What is the minimum number of angle measures you need to have in order to know the measures of all the angles in the triangles represented here? From Fostering Geometric Thinking: A Guide for Teachers Grades 5 -10 by Mark Driscoll
Find four points in a plane that can serve as the vertices for two different but congruent quadrilaterals. ● ● From Fostering Geometric Thinking: A Guide for Teachers Grades 5 -10 by Mark Driscoll
CRMC Fourth Director Kitty Fouche 2004 -2005
“Wrap a string around the blob. Then use the string to form a rectangle. Find the area of the rectangle. This area will be the same as the area of the blob? ”
l. I would say this was a very creative way to come up with the solution to this problem. I would commend him for his intelligent and creative thinking.
l. I would say he has definitely understood the concept of area.
l. I would tell him that his answer was very brilliant and would congratulate him.
l. I would say the student was rather ingenious to have thought of the method to find area. It shows he’s thinking ahead and knows what he is doing. I would praise him on his work.
l First I would comment that he/she has done a good job, and that this way is a possibility. However, there is a simpler way. Simply do what she/he has done to start but a rectangle may be difficult to form. Simply form the string into a square or a triangle or even better simply measure the piece of string on a ruler and the measurement will give you the area.
l A very good start Karen! You are on the right track. Isn’t that blob shaped more like a circle? (Karen agrees and proceeds to find the area of the circle.
Mouse and Elephant: Measuring Growth Middle Grades Project by Fitzgerald, Phillips, Lappan, Winter, and Shrover
Spaghetti and Meatballs for All by Marilyn Burns
NCTM Illuminations Lesson Apple Pi
A very good start Karen! You are on the right track. Isn’t that blob shaped more like a circle? (Karen agrees and proceeds to find the area of the circle.
Finding the Area of a Circle: Use a Cake Pan and Leave Out the Pi Arithmetic Teacher May 1986 by Walter Szetela & Douglas T. Owens
Method 1 Counting squares
Take mean of Underestimate and Overestimate
Developing an Area Formula for a Circle with "Goldilocks and the Three Bears" Jerry A. Ameis Mathematics Teaching in the Middle School November 2001, Volume 7, Issue 3, Page 140
Method 2 Inscribed and circumscribed squares
Take mean of Underestimate and Overestimate
Method 3 Octagonal (Egyptian) method
Method 4 Weighing method
Method 5 Random numbers
Method 6 Parallelogram
Area of Rectangle = L W L ≈ ½ the circumference L ≈ ½ (2 Π r) W≈r Area of Rectangle ≈ ½(2 Πr)r 2 Area of Circle = Π r
Method 7 Marble rectangle
Understanding the area of a circle formula is as easy as Pi. Let’s get cooking.
Title ? ? ? Mary Lindquist
CRMC Fifth Director Kenneth Jones 2005 -20? ?
Where are the answers?
Do we answer the questions or question the answers?
How has CRMC survived for 20 years? We’ve stood on the shoulders of giants l We’ve had the support of local school systems, CSU, local businesses, and the local community l We’ve been responsive to change l We’ve empowered teachers l We’ve questioned the answers rather than answering the questions l
Where do we go from here? We have to continue to Navigate the Trails of Change
Navigating the Trails of Change
A Mathematical Problem From the NCTM Illuminations website. The complete lesson is available by going to www. nctm. org, going to the Illuminations section and searching for “maze. ”
Implications Even small changes can make a big difference l Big changes make and even bigger difference l New paths are being added and old paths are being removed l
It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change. - Charles Darwin
Vision is perhaps our greatest strength. . it has kept us alive to the power and continuity of thought through the centuries; it makes us peer into the future and lends shape to the unknown. - Li Ka Shing
We have to continue to Navigate the Trails of Change To provide more, and better mathematics for ALL students!
You know a dream is like a river, ever changing as it flows. And a dreamer's just a vessel that must follow where it goes. Trying to learn from what's behind you and never knowing what's in store makes each day a constant battle just to stay between the shores.
And I will sail my vessel 'til the river runs dry. Like a bird upon the wind, these waters are my sky. I'll never reach my destination if I never try, So I will sail my vessel 'til the river runs dry.
Too many times we stand aside and let the water slip away. To what we put off 'til tomorrow has now become today. So don't you sit upon the shore and say you're satisfied. Choose to chance the rapids and dare to dance the tides. Garth Brooks, song "The River" co-written with Victoria Shaw
20 Years of Mathematics along the Chattahoochee-Let’s keep it going!
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