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Raising the Bar in Mathematics for All Georgia Students: Information for Educators. Kathy Cox State Superintendent of Schools. Why do we need to improve math in Georgia? How were the new math standards created? What’s so different about the new high school math?

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Kathy Cox State Superintendent of Schools

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Raising the Bar in Mathematics for All Georgia Students:

Information for Educators

Kathy Cox

State Superintendent of Schools


Why do we need to improve math in Georgia?

How were the new math standards created?

What’s so different about the new high school math?

Where do I go for more information?

Georgia Performance Standards Mathematics


Georgia’s Student Achievement in Math

Percent Passing CRCT (5th & 8th) or E-GHSGT (11th)


Percent of SAT Test Takers w/ 4 years of Math

NATION: 62 percent

GEORGIA: 69 percent

Score for SAT Test Takers w/ 4 years of Math

NATION: 529 on math portion

GEORGIA: 500 on math portion

What kind of Math are they taking?

Georgia’s Student Achievement in Math


Georgia’s Student Achievement in Math


TOP 5 SCORES

Finland: 544

South Korea: 542

Netherlands: 538

Japan: 534

Canada: 533

INTERNATIONAL AVERAGE: 500

UNITED STATES

Average Score: 483

24th out of 30 countries

Well below International Average

International Student Achievement in Math

Program for International Student Assessment (Mathematics)


Georgia’s Response

The Georgia Performance Standards

Mathematics Curriculum

Created by teachers, subject experts, college and university academics and the community


How was the curriculum created?Partnerships & Collaboration

University System of Georgia

Georgia Department of Technical and Adult Education

Governor’s Office of Workforce Development

Regional Education Services Agencies

Georgia Council of Teachers of Mathematics

Georgia Public Broadcasting


How was the curriculum created?

Aligned with National Organizations, including:

National Council of Teachers of Mathematics-NCTM Focal Points

College Board

American Statistical Association

Achieve


How is the curriculum different?Comparison of the Sheer Number of Standards Expected to Be Learned in a Year


Lean

Rigorous

Coherent

Balance of concepts, skills and problem solving

Student focused

How is it different?


Georgia’s Mathematics Curriculum

K-8 Mathematics

  • K-2: Four strands: number and operations, measurement, geometry, and data analysis

  • 3-5: Algebra strand is added

  • 6-8: In-depth treatment of algebra and geometry begins in grade 6; traditional first-year algebra and much of the traditional geometry course completed by the end of grade 8.


Georgia Performance Standards

Content and process standards

  • What students should know and be able to do

  • Problem solving, reasoning, communicating, connecting and representing

    Tasks

  • Exemplify the performance expected of students

  • Defines the academic rigor of the standards

    Student work

  • Relates to a strand or topic rather than a single standard, embodying many concepts

    Commentary

  • Guides students in comparing and judging the quality of their own work


How is GPS different?Implications for the Classroom

Students actively engaged in mathematics

Explaining their thinking

Justifying their work

Using multiple representations

Making connections

Choosing appropriate technology

Click here to view a Standards-based classroom


GPS Mathematics Rollout


High School Course Chart


Georgia Performance Standards

Mathematics---Mathematics 1

NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to stress the natural connections that exist among mathematical topics.


How Will This Affect Students?

  • A new graduation rule will be in effect for incoming freshmen in 2008.

  • GPS mathematics courses will replace QCC courses for students under the new rule.

  • QCC math courses will still be available for students who enrolled in high school prior to 2008 under the old graduation rule.


How Will This Affect Students?

  • During the transition from the old graduation rule to the new rule (2008-2009 through 2011-2012), both QCC courses and GPS courses will be available to students, depending on their prerequisite skills and previous coursework.

  • Starting in 2008, only those incoming freshmen who previously passed Algebra or Geometry in the middle school will be eligible to continue in QCC courses. All other freshmen will take GPS math courses.


How Will This Affect Students?

  • After 2007-2008, the Algebra I course (QCC standards) will not be taught at the middle school since it will be phased out as part of the new graduation rule.


How Will This Affect Students?

  • Accelerated GPS courses will replace QCC courses at the middle school.

  • Advanced/Accelerated, Gifted, Advanced Placement (AP) and International Baccalaureate (IB) courses will continue to be available based on the decisions of the local school district.


How Will This Affect Students?

  • For freshmen in 2008, student transcripts will include the names of the new GPS math courses

  • Information about the new Georgia courses will be shared with colleges and universities

  • Textbook companies are aware of the new curriculum - new books are being selected


Where Can I Go For More Information About GPS?

www.GeorgiaStandards.org


Georgia’s On-line Resources

  • GaDOE.org

    • Mathematics webpage

      • Philosophy of curriculum

      • “What’s New, What’s Coming?”

      • Information and support for educators and parents

  • GeorgiaStandards.org

    • Concept maps

    • Frameworks

    • Parent letters

    • Videos

    • Webcasts


Reflections

“Teachers in Sumter County and across the state are beginning to ‘think outside the box’ and use ordinary, everyday items and events to teach extraordinary lessons in mathematics. Once the teachers make the connections, students tend to enjoy mathematics and overcome their fear of the subject.”

--Gayla Braziel, Sumter County

“The summer academy was great. It caused me to reflect on my own pedagogy and I realized the things that I need to be mindful of in teaching. I also left with many ideas and activities that I can use with my students.

--Alphonese Wilson, Dougherty County (participant in 6th Grade GPS Training)


Reflections

“The students who succeed at [Georgia] Tech are able to do quick, accurate algebraic computation. They should have experience in solving mathematical problems that require multiple steps and integration of a variety of topics. They should also be given problems of such difficulty that even the brightest students may take hours or days to solve them. This cannot occur when new topics are introduced at a rapid rate and coverage of material is the primary emphasis.”

--Faculty members of Georgia Tech’s School of Mathematics


A Teacher’s Reflection on the Georgia Performance Standards for Mathematics


Kathy Cox

State Superintendent of Schools

Raising the Bar in Mathematics for All Georgia Students:

Information for Educators


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