Overview/update of K-16 math issues in Washington state

1. Addressing “The Math Problem:” Working Together on “Group-Worthy” Work Spokane Area Math Symposium November 2010 Dr. Bill Moore Washington State Board for Community & Technical Colleges 360-704-4346, bmoore@sbctc.edu Re-Thinking Pre-college Math Project

2. Outline of Comments What the work is really about Why it’s “group-worthy” How we’re approaching the work Value/role of collaborative networks

3. It’s About Equity, Not Just Math

4. Why the Work is Group-Worthy RESOURCES REPUTATION BIASES & ATTITUDES INERTIA CONTROL AUTONOMY INCENTIVES COMPLEXITY OF SYSTEMS EGO STRUCTURES & LOGISTICS TIME

5. Administrative Support:Addressing Barriers to Transforming Practice

6. TMP Math Projects Transition Math Project Student Attributes for Math Success Algebra II Applications Re-Thinking Pre-College Math Project

7. Source: Uri Treisman & Jenna Cullinane, UT-Austin, from Achieving the Dream data 32% 27% 41% 33% 26% 41%

9. Re-Thinking Pre-College Math Knowledge Exchange Networks Department/ Program Faculty Inquiry Groups

10. Changing the Core We put an enormous amount of energy into changing structures and usually leave instructional practice untouched…We are attracted and drawn to these [efforts] because they’re visible and, believe it or not, easier to do than to make the hard changes, which are in instructional practice… Richard Elmore, “The Limits of ‘Change’,” January/February 2002

11. Fundamental Shift: “Open Source Teaching” Our understanding of learning will accelerate faster in a teaching community that acts like a learning system—one that makes knowledge of what it takes to learn explicit, adapts it, tests it, refines practice, reflects, rearticulates, and shares that new knowledge. Teaching must become problematized, innovative and professional, taking research as its model. Diane Laurillard, “Open Teaching: The Key to Sustainable and Effective Open Education”

13. And Another Problem… “The student described a terrific course offered by the college of agriculture, consisting of realistic problems tackled by student teams exploring and using the resources of a research university. ‘I have never learned so much in a class. I didn’t even know I could learn like that.’ ‘That professor must be a wonderful teacher,’ I responded. The student laughed. ‘We did all the work; he just assigned the problems and helped out. He doesn’t know how to teach.’” Larry Spence, “The Case Against Teaching,” Change, November/December 2001

14. “Come for the Content, Stay for the Community” Re-Thinking Pre-college Math Project Knowledge Exchange in Developmental Math Changing the Equation (NCAT) Knowledge Exchange Networks Carnegie Statway Project Collaboratory Developmental Education Initiative National Repository of Online Courses

15. “Ladder of Engagement” Issue-oriented repository of exemplary practices & resources