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Institute for Advanced Study/Park City Mathematics Institute Designing and Delivering Professional Development

Institute for Advanced Study/Park City Mathematics Institute Designing and Delivering Professional Development. July 13, 2008 Johnny W. Lott jlott@olemiss.edu. Draft Agenda for Sunday, July 13. 5:30 Introductions Review of Agenda for the week Reflections for professional development

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Institute for Advanced Study/Park City Mathematics Institute Designing and Delivering Professional Development

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  1. Institute for Advanced Study/Park City Mathematics InstituteDesigning and Delivering Professional Development July 13, 2008 Johnny W. Lott jlott@olemiss.edu

  2. Draft Agenda for Sunday, July 13 5:30 • Introductions • Review of Agenda for the week • Reflections for professional development • Discussion of reading: “The Integration of the School Mathematics Curriculum in the United States: History and Meaning” by Zalman Usiskin, In Integrated Mathematics Choices and Challenges, (Sue Ann McGraw, Ed.). Reston, VA: NCTM, 2003. • Assign working groups. • Reasoning from Data and Chance • Exploring Discrete Mathematics • Investigating Geometry • Learning from Teaching Cases • Visualizing Functions • Algebraic and Analytic Geometry 7:00 Adjourn

  3. Draft Agenda for Monday, July 14 8:20 Developing Mathematics Silver King 2, 3 11:00 Reflecting on Practice Silver King 2, 3 12:00 Lunch 1:00 Working Groups TBD 3:15: Cross Program: George Hart Grand Theater Research Professor, Department of Computer Science at Stony Brook 4:30 DDPD Meeting Coalition 4 • Reflection on day • What is integrated mathematics? An example will be studied in detail. 5:30 Adjourn

  4. Draft Agenda for Tuesday, July 15 8:20 Developing Mathematics Silver King 2, 3 11:00 Reflecting on Practice Silver King 2, 3 12:00 Lunch 1:00 Working Groups TBD 4:30 DDPD Meeting Coalition 4 • Reflection on day • Math resulting from curriculum decisions and designing professional development around the decisions; an example will be taken from The Classification of Quadrilaterals: A Study of Definition by Usiskin and Griffin, Information Age Publishing, Inc. Charlotte, NC, 2008. 5:30 Adjourn

  5. Draft Agenda for Wednesday, July 16 8:20 Developing Mathematics 11:00 DDPD Meeting: Sharing practices Roger Knobel, University of Texas Pan American Susana Salamanca, New Mexico State University 12:00 Lunch 1:00 Afternoon Off

  6. Draft Agenda for Thursday, July 17 8:20 Developing Mathematics Silver King 2, 3 11:00 DDPD Meeting Coalition 4 Discussion of “Geometry Between the Devil and the Deep Blue Sea” by Hans Freudenthal, Educational Studies in Mathematics 3 (April 1971): 413-435. Implications for your work 12:00 Lunch 1:00 Working Groups TBD 3:15 Nick Jackiw, Cross Program Grand Theater 4:30 DDPD Meeting Coalition 4 Reflection on day and implications for professional development 5:30 Adjourn

  7. Draft Agenda for Friday, July 18 8:20 Developing Mathematics Silver King 2, 3 11:00 Nick Jackiw, KCP Technologies Coalition 4 Perspectives on Integrating Algebra and Geometry 12:00 Lunch 1:00 DDPD Meeting Coalition 4 Reflecting on the Jackiw's presentation and on the week 4:30 Next Steps 5:30 Adjourn

  8. Reflecting for Professional Practice • What are your goals for the week? • Ones to share • Ones for you alone • What does integrated mathematics mean to you? • Your program? • Its relevance to you and your program?

  9. Definition of Integrated Mathematics • An integrated mathematics program is a holistic mathematics curriculum that— • Consists of topics from a wide variety of mathematical fields and blends those topics to emphasize the connections and unity among those fields; • Emphasizes the relationships among topics within mathematics as well as between mathematics and other disciplines;

  10. Definition of Integrated Mathematics • An integrated mathematics program is a holistic mathematics curriculum that— • each year, includes those topics at levels appropriate to students’ abilities; • is problem centered and application based; • emphasizes problem solving and mathematical reasoning; • provides multiple contexts for students to learn mathematics concepts;

  11. Definition of Integrated Mathematics • An integrated mathematics program is a holistic mathematics curriculum that— • provides continual reinforcement of concepts through successively expanding treatment of those concepts; • makes appropriate use of technology. • Lott and Reeves (1991).

  12. Reading for the Day • “The Integration of the School Mathematics Curriculum in the United States: History and Meaning” by Zalman Usiskin, In Integrated Mathematics Choices and Challenges, (Sue Ann McGraw, Ed.). Reston, VA: NCTM, 2003.

  13. Integration by Usiskin • Using unifying concepts • SMSG used sets, functions, logic, etc. • Using merged areas of mathematics • UCSMP did it with same titles for courses but merged topics; Functions, Statistics, and Trigonometry • Using removal of distinctions between areas • COMAP; the ARISE Project • Using strands—separate but equal • Unified Mathematics in New York • Using interdisciplinary integration • SIMMS Project in Montana

  14. Where are you? • Where is NCTM? • Where is your university? • Where is your state? • Where do you want to be?

  15. References • Beal, J., D. Dolan, J. Lott, and J. Smith. Integrated Mathematics: Definitions, Issues, and Implications: Report and Executive Summary. ERIC Clearinghouse for Science, Mathematics and Environmental Education. The Ohio State University, Columbus, OH: 1992, 115 pp. • Lott, J. W., and C. A. Reeves. “The Integrated Mathematics Project.” Mathematics Teacher 84 (April 1991): 334-335. • Usiskin, Z. “The Integration of the School Mathematics Curriculum in the United States: History and Meaning.” In Integrated Mathematics Choices and Challenges, (Sue Ann McGraw, Ed.). Reston, VA: NCTM, 2003.

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