The top 6.5 things holding back student achievement in Mathematics
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The top 6.5 things holding back student achievement in Mathematics & what to do about it. MESPA February 2013. MCTM/MDE Mathematics Leadership Task Force. Introductions. Sara Van Der Werf K-12 Mathematics Lead Minneapolis Public Schools [email protected] 612-600-6307. Emily Larson

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The top 6.5 things holding back student achievement in Mathematics

& what to do about it.

MESPA

February 2013

MCTM/MDE Mathematics Leadership Task Force


Introductions
Introductions Mathematics

Sara Van Der Werf

K-12 Mathematics Lead

Minneapolis Public Schools

[email protected]

612-600-6307

Emily Larson

K-12 Mathematics Specialist

South Washington County

[email protected]

651-458-6217

Nancy Nutting

Mathematics Professional Development Facilitator,

Retired MPS Teacher

[email protected]

612-866-2030


Mctm mde mathematics leadership task force
MCTM/MDE Mathematics Leadership Task Force Mathematics

Today’s presentation and helpful resources available at:

www.mctm.org/principals.php

and

http://scimathmn.org/stemtc/resources/resources-february-2013-mespa-conference-0

Or go to scimathmn.org/stemtc ---> Resources--->

Resources from the February 2013 MESPA Conference (on page 3)

Follow us on Twitter @MNMath4All


#1 Mathematics

The structure of the school day isn't meeting student or staff needs for learning and teaching quality mathematics.

VISION FOR SUCCESS

All students deserve to have opportunities to learn important and challenging mathematics every day.


Time is a critical factor in increasing opportunity and achievement
Time is a critical factor in increasing opportunity and achievement

We need to enhance . . .

TIME for students

TIME for teachers

TIME for support staff, including administrators


Action step check out time for mathematics use of that time
Action Step – check out time for mathematics & use of that time

  • Minimum of 90 minutes a day

    • 60 minutes of core mathematics for all students

    • 30 minutes of targeted instruction to fill gaps, challenge students, differentiate, flexible groups

  • “Opportunity to Learn” is key

    • Lessons Learned from TIMSS – you can’t learn what you haven’t been taught – the MN Anomaly

    • Singapore’s success – give mathematics equal time with literacy in beginning years

    • Detroit’s Project SEED – focus on problem solving


Project seed focus on problem solving
Project SEED-Focus on Problem Solving time

  • Additional 90 minutes/day for 15 weeks

  • Involves specially trained mathematicians

  • 90% of SEED students passed Michigan’s Educational assessment compared with 79% of comparison group

  • Improved learning was consistently linked to allowing students to struggle utilizing problem solving – answers not instantly obvious

  • Supported by a business partnership

    Detroit News, Jan.3, 2013

    http://www.detroitnews.com/apps/pbcs.dll/article?AID=/20

    1301031115/SCHOOLS/301030371


What kind of grouping works
What kind of grouping works? time

  • Equity Research consistently shows that ability grouping does not help lowest achieving students (Oakes, Education Trust)

  • Lower expectations means less opportunity to learn (see Maintaining High Expectations, Best Practices, SciMathMN Frameworks)

  • Solid interventions require strong diagnostic tools; implies we increase and use assessment FOR learning


Time for teachers support staff
Time for Teachers & Support Staff time

  • Additional training in both mathematics and mathematics pedagogy impacts student learning (see Ball and Hill)

  • The closer the learning to students the greater the impact, e.g. PLCs

  • Coordinated approaches help students most – Do support staff know and have access to the core curriculum materials and receive training in mathematics and mathematics pedagogy?


We don t know what we don t know about good math instruction

#2 time

We don’t know what we don’t know about good math instruction.

VISION FOR SUCCESS

All sites will provide intentional/directed

PLC time around

Content Knowledge

AND Pedagogy.


An observation of a 6 th grade mathematics classroom
An observation of a 6 time th grade mathematics classroom

There was a lot to like in this lesson, yet I was disturbed.

The Lesson:

  • Students were taught an algorithm for dividing fractions & practiced the skill several times.

  • Dividing fractions is a 6th grade math standard.

  • All students were engaged.

  • Students got the correct answer over and over again.



Step 1 change to multiplication and flip the 2 nd fraction
STEP 1: Change time to multiplication and flip the 2nd fraction.


Step 2 cross cancel
STEP 2: time Cross-cancel


Step 3 reduce
STEP 3: time Reduce


Step 4 multiply across the top and bottom of each fraction
STEP 4: time Multiply across the top and bottom of each fraction


Step 5 simplify fraction step 6 circle your answer
STEP 5: Simplify time fractionSTEP 6: Circle your answer


Why do you think i was disturbed by the lesson i observed
Why do you think I was disturbed by the lesson I observed? time

How many groups of ½’s fit into 4/8?


Why do you think i was disturbed by the lesson i observed1
Why do you think I was disturbed by the lesson I observed? time

Just like….

3÷3 = 1

20÷20 = 1

425÷425 = 1


Excellent mathematics teaching values
Excellent Mathematics time teaching values…

conceptual development

over

doing procedures.


We know why mn students are unsuccessful in ms mathematics there are 3 major content obstacles
We know why time MN students are unsuccessful in MS mathematics!There are 3 major content obstacles!

A deep understanding of equality.

(and even better, relational thinking)

8+4 = +5

A flexible understanding of the base 10

number system

(place value)

365


Teachers need to develop a broader understanding of how children think about mathematics
Teachers time need to develop a broader understanding of how children think about mathematics.

The number in the box is 7 because 5 is one more than 4, therefore the number in the box needs to be 1 less than 8 to keep both sides of the equal sign balanced.

  • Teachers will become Diagnostic

  • This allows teachers to Differentiate

  • KEY = Listen to student talk and look at student work.

The number in the box is 12 because 8 plus 4 more is 12.


You get better at what you focus on
You get better at what you focus on. time

  • Write out a year long plan for providing on-going on-site PD on Mathematics Content and Pedagogy Development

  • Are your teachers teaching a balance of skills and concepts?

  • Use the resources at the SciMathMN Frameworks site.


#3 time

Math Teacher Leaders are not being identified, utilized and developed.

VISION FOR SUCCESS

Teacher leaders will be identified who will work in partnership with administration and a math committee to improve mathematics teaching and learning.

Nurture talent once it surfaces.

Make more talent rise to the surface.

National Research Council. Everybody Counts. 1989


Action steps
Action Steps time

  • Identify teachers who have an interest in mathematics and find opportunities for them to learn about mathematics instruction. Write down the names of two teachers you will work with as your math leaders.

  • Be a mentor or coach to a teacher to partner together to improve mathematics teaching and learning. Along the way help him/her develop leadership skills.


Action steps1
Action Steps time

  • Learn together through a book study, professional development videos and conversation.

    • Lenses of Learning (www.mathleadership.org) is one resources specifically for math leaders.

  • Support your math leaders work in leading learning for other teachers in your building and intentional changes in the structures around mathematics teaching and learning.


Action steps2
Action Steps time

  • Help your leaders become members of NCTM and MCTM.

  • Support your mathematics leader(s) attendance at Mathematics related conferences or professional development sessions.

    • Be aware of the Minnesota Council of Teachers of Mathematics Leadership Symposium and Spring Conference in Duluth (www.mctm.org) as an option.


Build the future
Build the Future time

Change takes some time and investing in your teachers in this way will serve your building and your students well.


We are not teaching the right things

#4 time

We are not teaching the right things.

VISION FOR SUCCESS

Students will not only have the opportunity to learn the skills and procedures of mathematics but will also develop strong conceptual understanding and apply that understanding to solve problems.


Action steps3
Action Steps time

  • Help students develop strong conceptual understanding of mathematics as well as problem solving and reasoning skills.

  • Have your teachers read their grade level standards at least 3 times a year.

  • Understand that in order to Meet or Exceed the Minnesota Academic Standards, it is necessary to build strong understanding of concepts.


Action steps4
Action Steps time

  • Be aware of the purpose and structure of online resources and Apps. Online programs often serve as tools to drill basic facts or practice simple procedures. Do not let the use of these tools take away from time spent on developing conceptual understanding.


Action steps5
Action Steps time

  • Use “Helping Children Learn” National Academies Press. This short summary of the National Research Council’s report “Adding it Up” and answers the question, “What does it take to be successful in mathematics”?

  • Consider the book “How the Brain Learns Mathematics” by David A. Sousa to help build understanding of how to engage students in learning mathematics.


Action steps6
Action Steps time

  • Use the resource from the National Council of Teachers of Mathematics, including the Focal Point Series books for every grade level. (www.nctm.org) These books show how to introduce concepts and to build deeper understanding of mathematics content.


We don t have solid diagnostic evidence of student understanding

#5 time

We don't have solid, diagnostic evidence of student understanding

VISION FOR SUCCESS

  • We have a deep repertoire of formative assessment tools

  • We use informationfrom formative assessments to drive and personalize instruction

  • We assess both conceptual

    and skill knowledge


Compare 2 students diagnostic interviews
Compare 2 Students time Diagnostic Interviews




Compare 2 students diagnostic interviews1
Compare 2 Students time Diagnostic Interviews


Cognitive complexity
Cognitive Complexity time

minimum of

  • Level 1 – Recall 20%

  • Level 2 – Skill/Concept 30%

  • Level 3 – Strategic Thinking 5%

  • Level 4 – Extended Thinking in classroom

    Norman L. Webb, Depth of Knowledge

    Minnesota Comprehensive Assessments (MCA)

    Mathematics Test Specifications, Jan. 24, 2013 p. 11-712


Perimeter grade 3 what s the cognitive level
Perimeter – Grade 3 time What’s the cognitive level?

  • Standard 3.3.2

    Understand perimeter as a measurable attribute of real-world and mathematical objects. Use various tools to measure distances.

  • Benchmark 3.3.2.2

    Findthe perimeter of a polygon byadding

    the lengths of the sides.


What is the cognitive level of these items
What is the time cognitive level of these items?

1. Find the perimeter.

2. Draw a four-sided irregular polygon with a perimeter of 23 units. Show all dimensions.

3

5

9

6


Why focus on higher order thinking
Why focus on time higher order thinking?

  • Gives us a better snapshot of both skills and understanding

  • Increases likelihood of students meeting or exceeding standards on MCA assessments

  • Engages students

  • It’s mathematics – what mathematicians and scientists actually do!


But we taught the geometry benchmarks
But, we taught the Geometry Benchmarks! time

Achievement Level Descriptors

How do I teach the standards?

5%

30%

20%


We do not have enough evidence of student thinking

#6 time

We do not have enough evidence of student thinking.

VISION FOR SUCCESS

All students are

talking about mathematics

out loud

every class period.


A quote from steven reinhart
A quote from Steven Reinhart time

My definition of a good teacher has changed from “one who explains things so well that students understand” to “one who gets students to explain things so well that they can be understood.”


One great question to ask in every observation you do of a math lesson
One time great question to ask in every observation you do of a math lesson…

Who is doing the talking?


Action item
Action Item: time

  • Tell teachers you will be looking for who is doing most of the talking in the classroom.

  • Read

    Mathematics Teaching in the Middle School * April 2000

  • Make it a goal to do multiple student turn-and-talks every math lesson.


If student s are not talking consider
If student’s are not talking, consider… time

  • Classroom culture matters. Teachers need to socialize students to the idea that math is about thinking and reasoning rather than being first, fastest and always right. This shift in classroom culture is critical because it allows students to see mistakes as learning opportunities.


Teachers need daily time to
Teachers need daily time to …. time

  • Intentionally Plan the Questions that they will ask that will uncover students…

    • Misconceptions

    • Conceptual Understanding

    • Thinking.


We re not sure where to start

# time 6½

We're not sure where to start.

VISION FOR SUCCESS

Just Start

and you are

HALF way there.


24 hour challenge
24 hour challenge time

  • What can you take action on in the next

    • 1 day

    • 1 week

    • 1 month

    • 1 year?

  • Schedule 15-30 minutes every month on your personal calendar to plan for increased mathematics achievement for all at your site.


Mctm mde mathematics leadership task force1
MCTM/MDE Mathematics Leadership Task Force time

Today’s presentation and helpful resources available at:

www.mctm.org/principals.php

and

http://scimathmn.org/stemtc/resources/resources-february-2013-mespa-conference-0

Or go to scimathmn.org/stemtc ---> Resources--->

Resources from the February 2013 MESPA Conference (on page 3)

Follow us on Twitter @MNMath4All


Mathematics science frameworks for mn standards
MATHEMATICS & SCIENCE FRAMEWORKS FOR MN STANDARDS time

STEMTEACHER RESOURCE CENTER

www.scimathmn.org/stemtc

A New Resource for Teachers to

Identify Resources to Help Students Achieve Minnesota Standards

in Mathematics or Science

Launched 6/30/2011 – work in progress

– your feedback is appreciated!


Olpa mca do you know what a stanine is
OLPA/MCA Do you know what a time ‘STANINE’ is?

Do you know what a STANINE is?


Resources mathematics best practice
Resources time  Mathematics Best Practice

Mathematics Best Practices

  • As a profession, teachers of mathematics must continually strive to learn from research, remain current within a dynamic field, effectively serve an increasingly diverse student population and constantly improve the results obtained by students . . . Read more »


Mathematics best practices
MATHEMATICS BEST PRACTICES time

  • Overview

  • Modeling Word Problems

  • Maintaining High Expectations

  • Questioning

    See excerpts on pp. 1-3 in your handout


1 mca strand data
#1 MCA time STRAND data

Strength

Weakness



But we taught the data benchmarks
But, we taught the Data Benchmarks! time

Achievement Level Descriptors

How do I teach the standards?

5%

30%

20%


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