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The University of Chicago School Mathematics Project

The University of Chicago School Mathematics Project. A mission to improve school mathematics Funded by NSF, Amoco, GTE, and others A partnership among researchers, mathematics educators, and teachers 25 years of research and development

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The University of Chicago School Mathematics Project

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  1. The University of Chicago School Mathematics Project • A mission to improve school mathematics • Funded by NSF, Amoco, GTE, and others • A partnership among researchers, mathematics educators, and teachers • 25 years of research and development • Core team collaborates on all grade levels to provide a cohesive Pre-K-6 curriculum

  2. EM Principles

  3. EM Principles • Children begin school with a great deal of knowledge and intuition on which to build.

  4. Monster Squeeze

  5. EM Principles • The curriculum should begin with children’s everyday experience and should work to connect that experience with the discipline of mathematics.

  6. Real Life Experiences

  7. World Tour Data

  8. EM Principles • Excellent instruction is important. • Reforms must take account of the working lives of teachers.

  9. The curriculum should include practical routines to help build the arithmetic skills and quick responses that are so essential in a problem-rich environment. EM Principles

  10. 16 24 +, - x , ÷ 7 9 6 4 A Wide Variety of Practice toPromote Computational Fluency

  11. Computational Fluency • “Automatically knowing basic facts is as important to learning mathematics as knowing words by sight is to reading.” – EM authors • Developing computational fluency is strongly emphasized in EM.

  12. Development of EM

  13. Development of EM • Research basis • Iterative refinement: write, test, revise • Teacher collaboration • Rich problems, engaging activities, cross-curricular connections

  14. Development of EM, continued • High expectations • Brisk pace • Distributed practice • Balance • Concepts, skills, facts • More than just arithmetic • Balanced assessment

  15. What you need to know

  16. I. EM 3.0 Goal Structure • 6 Content Strands • 15 Program Goals • ~ 25 Grade-Level Goals per Grade

  17. EM Content Strands Number and Numeration Operations and Computation Data and Chance Measurement and Reference Frames Geometry Patterns, Functions, & Algebra

  18. Program Goals: Number and Numeration • Understand the meanings, uses, and representations of numbers • Understand equivalent names for numbers • Understand common numerical relations

  19. Program Goals: Operations and Computation • Compute accurately • Make reasonable estimates • Understand meanings of operations

  20. Program Goals: Data and Chance • Select and create appropriate graphical representations of collected or given data • Analyze and interpret data • Understand and apply basic concepts of probability

  21. Program Goals: Measurement & Reference Frames • Understand the systems and processes of measurement; use appropriate techniques, tools, units, and formulas in making measurements • Use and understand reference frames

  22. Program Goals: Geometry • Investigate characteristics and properties of two- and three-dimensional geometric shapes • Apply transformations and symmetry in geometric situations

  23. Program Goals: Patterns, Functions, & Algebra • Understand patterns and functions • Use algebraic notation to represent and analyze situations and structures

  24. Grade Level GoalsAcross the Grades • Examine the grade-levels goals across the grades in the Assessment Handbook pages 37 – 50 • Discuss how this information might be useful. • Be prepared to share out.

  25. II. What Assessment looks like inEveryday Mathematics “For assessment to be useful to teachers, parents, children, and others, the Everyday Mathematics authors believe…”

  26. Teachers need to have a variety of techniques and tools to choose from. • Children should be included in the assessment process. • Assessment and instruction should be closely aligned.

  27. Assessment should focus on all important outcomes. • A good assessment program makes instruction easier. • The best assessment plans are developed by teachers working collaboratively.

  28. Assessment Purposes • Summative • Formative • Program Evaluation • It is important to include both summative and formative assessments in a balanced assessment plan.

  29. Assessment Contexts for a Balanced Assessment Plan

  30. Exploring Ongoing Assessment Recognizing Student Achievement (RSAs) • Contained in every lesson • Summative assessment opportunity • Identifies expectations for a student making “adequate progress” toward meeting a Grade-Level Goal

  31. Recognizing Student Achievement (RSA)

  32. Recognizing Student Achievement (RSA)

  33. Exploring Ongoing assessment • Informing Instruction • Contained in Part 1 of half of the lessons • Formative assessment opportunity • Highlights common misconceptions • Provides suggestions for teachers to use to address misconceptions

  34. Informing Instruction

  35. Informing Instruction

  36. Ongoing Assessment • Math Boxes • Writing/Reasoning Prompts • Portfolio Opportunities

  37. Math Boxes, Writing/Reasoning, Portfolios Opportunities

  38. Math Boxes, Writing/Reasoning, Portfolios Opportunities

  39. Exploring Periodic Assessment Progress Check Lessons • Self Assessment • Oral and Slate Assessment • Summative • Formative • Written Assessment • Part A – Summative • Part B – Formative • Open Response

  40. Assessment in Kindergarten EM Includes periodic and ongoing assessment opportunities like the other grades, but less frequent and mostly independent of paper-and-pencil tasks. KEY STEPS IN KDG ASSESSMENT Baseline periodic assessment Ongoing assessment through RSAs, Informing Instruction, and Kid-Watching during activities and routines in Sections 1-4 Mid-year periodic assessment Ongoing assessment through RSAs, Informing Instruction, Kid-Watching during activities and routines in Sections 5-8 End-of-year periodic assessment

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