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Similaire à MSDE Presentation: Moving forward with Reform in Mathematics, MSEA 2013 Convention
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MSDE Presentation: Moving forward with Reform in Mathematics, MSEA 2013 Convention
- 1. Moving Forward with Reform in Mathematics, English Language Arts and Science Presentation for School Quality Ocean City, Maryland October 18, 2013
- 3. • The Common Core State Standards in English language arts/literacy and mathematics were created by educators around the nation. 3
- 4. • Md. State Bd. of Ed. adopts the Common Core State Standards June, 2010 • Collaboration among school districts, higher ed, and MSDE to conduct gap analysis Summer, 2010 2010-11 2011-12 2012-13 • Collaboration among school districts, higher ed, and MSDE to create the Maryland Common Core State Curriculum Frameworks • Develop and implement Educator Effectiveness Academies that reach into the school level • Collaboration among school districts, higher ed, and MSDE to create sample unit models for every grade PreK-12 • Create an online environment to house resources • Develop and implement Educator Effectiveness Academies that reach into the school level
- 5. Educator Effectiveness Academy • Summer 2011 • Summer 2012 • Summer 2013
- 6. Mathematics Donna Watts Coordinator for Mathematics dwatts@msde.state.md.us
- 7. 6 Instructional Shifts Coherence Focus Conceptual Understanding– Fluency -- Application RIGOR ********Dual Intensity********
- 8. • Introduce probability after understanding fractions • Develop understanding of ratio then slope Focus • Understand fraction as a number • Represent and interpret data Coherence
- 9. Progressions http://ime.math.arizona.edu/progressions/ Number and Operations Fractions Grade 3 Fraction as number Grade 4 Fraction equivalence Grade 5 Equivalent fractions as a strategy for adding and subtracting
- 10. Progressions http://ime.math.arizona.edu/progressions/ Expressions and Equations Grade 6 Arithmetic to algebraic expressions Grade 7 Generate Equivalent algebraic expressions Grade 8 Understand connections between proportional relationships, lines, linear equations
- 11. Conceptual Understanding– Fluency -- Application RIGOR Dual Intensity Balance
- 12. Teachers teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual understanding of core math concepts by applying them to new situations as well as writing and speaking about their understanding.
- 16. http://www.parcconline.org/sites/parcc/files/PARCC_SampleItems_Mathematics_G5PencilBox_082713_Final.pdf Screen clipping taken: 10/2/2013, 10:40 AM
- 17. Judy buys 40 apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. How much money does she make? Judy buys some apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. She makes $4.40 profit. How many apples did she buy?
- 18. Look to --Illustrative Math Bill McCallum, co-writer of the CCSS Achieve the Core Jason Zimby, co-writer of the CCSS Partnership for Readiness for College and Career (PARCC)
Notes de l'éditeur
- Nearly every state in the nation is working individually and collectively to improve its academic standards and assessments to ensure students graduate with the knowledge and skills most demanded by college and careers. The CCSS were created by educators from around the nation. As you know, Maryland is part of the 22 state consortium for known as PARCC: The Partnership for Readiness for College and Careers.
- Maryland adopted the CCSS in June of 2010. That summer, MSDE conducted a gap analysis with the help of local school districts and higher ed and by 2011, MSDE created the Maryland CCSS Frameworks. 2012-2013 MD has continued to develop supports and resources for teachers. ?????????????? Should I keep this???????????????
- In order to assets educators prepare for these shifts and align to the new standards… the Maryland State Department of Education facilitated the Educator effectiveness academies during the past three summers. Let me pause for a moment and learn more about you and your previous experience.Q) How many of you attended one of the Educator Effectiveness Academies?-Quite a fewQ) How many of you have had access to resources shared from the Educator Effectiveness Academies, maybe something on Close Reading or Text-dependent questions, or the shifts in Maryland?And also, how many of your work with Elementary?Middle?High school?
- Before CCSS ---College and Career Readiness StandardsCCSS built with Focus - less betterWhen powers of ten are introduced for place value – only powers of ten – not exponents and other basesFractions are not pretty pictures of shapes divided but a number – which can be computed. Fractions should be taugh on the number lineCoherence – within grades and progressing through gradesthru grades --elementary no prob - hold topic until fractions in later gradesAdditional language around poers/expoents when we begin looking at other bases
- FocusFraction as number and not pictureData – limited to line plots
- The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics.
- Rigor – being able to apply the knowledge in a new situation
- NOT by grade – like NCTM or our Current StandardsStudent behaviors but teacher creates the environment for them to developMd is ahead of many states – explain how – explain why - justify
- Each grade includes an overview of cross-cutting themes and critical areas of studyDomains: overarching ideas that connect topics across the gradesClusters: illustrate progression of increasing complexity from grade to grade PARCC developed Frameworks which identified - major – supporting – additional clusters – within each grade
- 5th grade item
- A true algebraic approach