TI Math Forward ™ improving student achievement in Mathematics. Richard Schaar University of Chicago Mathematician Retired from Texas Instruments Managed TI’s Education Business. Why am I here?. Since retirement from TI have spent my time working on issues in PreK-12 mathematics education:
University of Chicago Mathematician
Retired from Texas Instruments
Managed TI’s Education Business
Since retirement from TI have spent my time working on issues in PreK-12 mathematics education:
What are we going to do:
It is about solving problems using a reasoning approach that is valuable in every day life:
TI partnered with a local district interested in improving mathematics achievement – a district that was concerned about:
TI’s goal was to pilot a mathematics achievement (algebra readiness) program by:
The TI MathForward™ program was created with the intent of eliminating the achievement gap in middle school mathematics. This process began with:
MathForward is designed to increase learning opportunities for all students while improving student achievement results, regardless of ethnicity or socio-economic status.
In order to build a strong conceptual understanding of mathematics for students, it is necessary to increase the amount of time that students are involved with mathematics. This increased time (90-100 minutes) is called a Power Block.
This additional time allows teachers to use problem solving and collaborative learning strategies, and utilizes formative assessments, adjusting instruction as necessary.
The MathForward program provides teachers the opportunity to construct or reconstruct their knowledge of mathematics so that they have a foundation on which to build a practice that requires deep and flexible use of mathematics.
These experiences are through face-to-face and/or online classes.
Regular training with a mathematician lets teachers build personal mathematical understanding and content knowledge for upcoming lessons.
Teachers are trained how to administer and use formative and summative assessments to shape instruction.
Frequency of assessments (both formative and summative) allows teachers to identify struggling students and address their needs immediately rather than waiting for deficiencies to become visible after a test, end of grading period, or a benchmark.
This time allows teachers to better leverage components of the MathForward program to assess and improve students’ understanding and retention of the mathematics content.
Here they can share instructional strategies, plan lessons for the week, analyze student work, and discuss underlying math concepts.
This connection among educators is critical to ensure a consistent approach to the program and an understanding of technologies utilized.
Administrator support is critical to the success of this program. Administrators are asked to participate in staff development, meet with program implementation specialists, and actively support implementation.
Parental support is critical because students often are giving up an elective to participate in the program’s extended class period.
The teacher’s role is to stay in regular contact with parents, informing them of their child’s progress and discussing needs.
More Proficiency for Failing JHS Students
West Palm Beach, Florida
Most Intervention programs are really just remediation programs in disguise. Typically, when those programs are introduced into the classroom the educator lowers the level of instruction to meet the needs of the struggling students. The scores of students that are “at grade level” or performing “above grade level” in the those classrooms decline.
With MathForward™ allstudents’ scoresincrease! It’s not remediation it’s acceleration.
We rarely hear anyone say "I can't read." However, it is not uncommon to hear someone say "I can't do math.“ Working together we can change that!