Update on Math Initiatives Redux Principals Meeting October
Update on Math Initiatives - Redux Principals’ Meeting October 24, 2013 S
Math Proficiency NC vs. WCPSS 100 80 % Level III/IV Student proficiency rates 60 40 20 0 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Math I NC 46, 8 47, 6 47, 7 38, 9 38, 5 34, 2 42, 6 WCPSS 61, 2 59, 2 61, 8 51, 0 50, 4 42, 0 53, 0
Student proficiency rates Pick a number. . . Math I Percent Proficient: 53% 48. 5% 19%
Percent of Students Meeting ACT Math Benchmark of 22 by Subgroup 86 78 60 47 40 31 25 16 AI 5 G 11 D 14 SW 43 LE P 45 AL L FE M AL E AM IN AS IA N BL AC K H IS P M U LT W I H IT E ED S 100 90 80 70 60 50 40 30 20 10 0
Math I Proficiency Data by Grade Level Grade 6 7 8 9 10 11 12 Total Math I 1 2 3 4 0% 3% 13% 44% 68% 75% 82% 28% 0% 10% 22% 32% 23% 19% 9% 24% 50% 44% 48% 22% 9% 6% 9% 36% 50% 43% 17% 2% 1% 0% 0% 13% Percent Proficient Tested by by Grade Level 0. 0% 8. 2% 52. 2% 26. 2% 11. 0% 2. 1% 0. 4% 100. 0% 86. 9% 64. 9% 23. 9% 9. 8% 5. 9% 8. 9% 48. 5%
Math Growth Rate: NC vs. WCPSS % Schools Meeting or Exceeding Growth Expectations 100% Academic Growth Rates 80% 60% 40% 20% 0% 2012 2013 G 4 Math G 5 Math G 6 Math G 7 Math G 8 Math 86% 78% 93% 86% 61% 58% 68% 75% 54% 59% Algebra I / Math I 63% 87%
Academic Growth Rates
PSAT 2012 -13 SOAS Report S Note: Data only include Sophomores taking the test
College and Career Readiness Benchmarks
Score Distribution Mathematics 44
Mathematics Skills Analysis Content • • Number and Operations Algebra and Functions Geometry and Measurement Data, Statistics, and Probability W T A H Process • • • Problem Solving Representation Reasoning Connections Communication HO W
Mathematics Skills Analysis
Mathematics Skills Analysis
49% 56% 30% 40% 58%
WHAT DOES RESEARCH SAY ABOUT HOW MATHEMATICS INSTRUCTION SHOULD BE CONDUCTED? A variety of instructional methods should be used in classrooms to cultivate students’ abilities to investigate, make sense of, and construct meanings from new situations; to make and provide arguments for conjectures; and to use a flexible set of strategies to solve problems from both within and outside mathematics. In addition to traditional teacher demonstrations and teacher-led discussions, greater opportunities should be provided for small-group work, individual explorations, peer instruction, and wholeclass discussions in which the teacher serves as a moderator. (NCTM, 1989, pp. 125, 128)
To sum it up. . . Teachers need to support students in engaging in Mathematical Discourse.
Definition of Mathematical Discourse A process by which students use discourse, both verbal and written, to reflect on the mathematics they have engaged with in order to discover important mathematical concepts and to develop mathematical thinking.
Let’s Review. . . (Common Core Math Summer Training 2013) Keys to Mathematical Discourse S
The Keys to Mathematical Discourse S Authentic, Rich Tasks S Level of Questioning
How can we improve our questioning? S Develop and/or select deeper, richer mathematical problems to give to students S Increase the level of questions that we ask students S Change the type of questions that we ask students So that we can increase Reasoning and Connections skills!
Bloom's Level 12 Question Analysis 10 Question Analysis 8 6 Extended Ans 4 2 S Revised Bloom’s Taxonomy 0 Remembering. Understanding Applying Analysing Short Ans Evaluating S Question Analysis Activity Type of Question 1 -2 Word Ans 12 10 Yes/No 8 6 0 4 2 0 Yes/No 1 -2 Word Ans Short Ans Extended Ans 2 4 6 Remembering Understanding Analysing Evaluating 8 Applying 10 12
Question Prompts and Stems
Walkthrough Tool
Example High School Walkthrough Data Report Skim through the sample report. In your group, discuss: S What conclusions can you draw about math instruction at this school? S What are they doing well? S Where do they need to improve? S What is most critical? S What can the principal of this school do to lead and support change in math instruction? What would you ask them to focus on?
High School Mathematics School Visits 2013 -14
A Challenge: S How can we team within the department to be more intentional about creating discourse?
Shifting Our Perspective When students don’t seem to understand something, my instinct is to consider how I can explain more clearly. A better way is to think “They can figure this out. I just need the right question. ” - D. Kennedy (2002) Never say anything a kid can say. - Reinhart (2000)
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