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TMP Summer Institute August 8, 2008. Project TIME Transitions in Math Education. Christie Gilliland- Dean, GRCC Joyce Hammer- Co-Director, GRCC Kris Kissel- Instructor, GRCC Paul Muckerheide- Instructor, Hazen HS Laura Moore-Mueller- Director, GRCC Pam Reising- Instructor, GRCC

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Project time transitions in math education

TMP Summer Institute

August 8, 2008

Project TIMETransitions in Math Education

Christie Gilliland- Dean, GRCC

Joyce Hammer- Co-Director, GRCC

Kris Kissel- Instructor, GRCC

PaulMuckerheide- Instructor, Hazen HS

Laura Moore-Mueller-Director, GRCC

Pam Reising- Instructor, GRCC

Stacey Snyder- Instructor, Renton HS

Robin Washam- Co-Director, PSESD


A Partnership

Auburn School District

Enumclaw School District

Federal Way School District

Kent School District

Puyallup School District

Renton School District

Sumner School District

Tahoma School District

Green River Community College

Seattle University

University of Washington


Overview for today

A portal to the senior math course

Development and content

Instructor reactions

Lessons learned

Advisory-Night-in-a-Box

OVERVIEW FOR TODAY


Game

Theory


Battle of new guinea
Battle of New Guinea

(Printed from COMAP)


Literacy

Vocabulary

Minimax

Maximin

Saddle point

Nash Equilibrium

Game matrix

Payoff

and much more!

Literacy Strategies

Cornell Notes

Concept Map

Frayer Model (four square)

Literacy


C

O

R

N

E

L

L

N

O

T

E

S





Ab game mixed strategy1

Calculate the percentage each played A.

Calculate the expected value of the game.

AB Game: Mixed Strategy


Mathematical analysis

Finding the optimal strategy

Mathematics used:ProbabilityLinear graphsIntersection point (systems)

Use of technology

Mathematical Analysis


Student work

Group work

Mathematical conversations

Classroom discussion

Student Work


Non zero sum games conflict resolution

NUMB3RS: Dirty Bomb‘’Prisoner’s Dilemma’

Non-Zero Sum Games(Conflict Resolution)


Non zero sum games conflict resolution1

FootlooseA game of chicken

Non-Zero Sum Games(Conflict Resolution)


Non zero sum games conflict resolution2

A Beautiful Mind

NUMB3RS episode: The Art of Reckoning To C or Not to C

Forgiveness Math

Non-Zero Sum Games(Conflict Resolution)


Implementation
Implementation

  • Videos

  • Group work

  • Active learning

  • Literacy strategies

  • Textbook / course materials

  • CRMS content

  • Direct instruction

  • Technology: Calculators and Spreadsheets

  • Current events


Senior course development

Created by faculty from GRCC and partner school districts.

Provides rigorous alternative to calculus track for high-school seniors.

Senior Course Development


Senior course development1

Investigate deep and interesting topics in mathematics while preserving and improving algebra competency.

Rekindle the excitement and beauty of mathematics.

Senior Course Development


Pre-Development Issues preserving and improving algebra competency.

  • 1 semester or 2 semester course

  • Module based or stand alone course

  • H.S minimum math requirements

  • Competing AP math courses


Pre-Development Issues preserving and improving algebra competency.

  • Available high school math teachers

  • Time to meet

  • What’s in a name? Discrete Math BAT Math Advanced Quantitative Reasoning College-Prep Math

  • Applications in Mathematical Reasoning


Course content semester i

Graph Theory preserving and improving algebra competency.

Scheduling

Linear Programming

Voting

Statistics and Probability

Fair Division

Course Content Semester I


Course content semester ii

Finance preserving and improving algebra competency.

Geometry

Modeling continuous functions: linear, quadratic, exponential, logarithmic, and logistic

Game Theory

Course ContentSemester II


Course assessment

Assess students at beginning and end of year with WAMAP. preserving and improving algebra competency. http://www.wamap.org/

Administer student and teacher perception surveys

Observe students’ progress post-senior year

Course Assessment


Instructor support

Professional development: “just-in-time” preserving and improving algebra competency.

Content and pedagogy

Course materials and supplies

Textbooks

Calculators and sensor/motion probes

Substitute cost assistance

Consequences

Engage in hands-on learning

Establish a learning community

Instructor Support


Lessons learned in creating a new course

Excitement for new material preserving and improving algebra competency.

Administrative/counselor support

The magnitude of the project was a surprise

Always expect material will require more time than intended for writing and editing

Democratic approach takes time but leads to a richer course

Needed one decision maker eventually

Lessons Learned in Creating a New Course


Teacher reflections

Collaboration across and within sectors preserving and improving algebra competency.

Interest and awareness by administrators and instructors in other disciplines

Mathematical engagement of students

Teacher Reflections


Lessons learned implementing this course

Always expect that teaching the material requires more time than intended

Class preparation is critical

Additional information for the instructor resource manual

Teacher prep time and money

Administrative support

Need resource/content individual for help

Pilot test materials need enough polish to engage and support instructors, but will need significant revision

Assessment requires piloting: content and delivery

Lessons Learned Implementing this Course


Communication across sectors: than intended

Summer Symposiums

COMING SOON! Summer Symposium - August 25, 2008

Revised Math Standards

Facilitated by Dr. Susan Hudson-Hull, UT Dana Center


Website

www.project-time.org than intended

Website


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