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Georgia Performance Standards: A leader among integrated mathematics curricula aligned with NCTM Standards. Presented by: Laine Bradshaw Ph.D. student in the REMS program at UGA. Overview. Why did Georgia need new standards? Who wrote the new standards? How were they developed?

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slide1

Georgia Performance Standards: A leader among integrated mathematics curricula aligned with NCTM Standards

Presented by: Laine Bradshaw

Ph.D. student in the REMS program at UGA

slide2

Overview

  • Why did Georgia need new standards?
  • Who wrote the new standards? How were they developed?
  • How do the new standards differ from the QCC’s?
  • What is a task?
  • How can I find out more about GPS?

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide3

Attitudes at the State Level

  • As a teacher, Superintendent Kathy Cox understands the efforts of the new curriculum.
  • Amazing leadership from the Math Program Manager, Claire Pierce and Math Specialist, Janet Davis.
  • Hardworking, optimistic, student and teacher focused.

Claire Pierce

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide4

Georgia’s Student Achievement in Math

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

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide5

Georgia’s Student Achievement in Mathematics

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide6
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 Mathematics

Program for International Student Assessment (Mathematics)

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide7

Who wrote the Standards?

State and national leaders in math education, teachers, higher education faculty.

UGA Panel and Committee Members:

Expert Advisory Panel: Dr. Kilpatrick

High School Advisory Committee: Dr. Franklin, Dr. Findell, Dr. Kilpatrick

K-12 Advisory Committee: Dr. Findell, Dr. Franklin, Dr. Kilpatrick, Dr. Mewborn

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide8

Georgia Performance Standards

CONTENT:

Numbers and Operations

Measurement

Geometry

Data Analysis & Probability

Algebra

PROCESS:

Connections

Multiple Representations

Communication

Problem Solving

Reasoning and Proof

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide9

Frameworks

  • Include:
  • Curriculum Maps – divided into units
  • Concept Maps
  • Unit information – Overview, Enduring Understandings, Essential Questions, Key Standards addressed, Related Standards, Concepts/Skills to maintain, Selected Terms and Symbols, Evidence of Learning, Strategies for teaching and learning, TASKS.
  • Possible student solutions with commentary.
  • Parent letters

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide10

What does a "task" look like?

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide11

Characteristics of GPS

  • Adopted characteristics from Japanese curriculum:
        • Fewer topics at each grade level.
  • More rigor and depth.
  • Integrated curriculum.
  • Clear, focused path to college mathematics

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide12

Characteristics of GPS

  • Balance between concepts, skills, and problem solving emphasizing understanding and relevance.
  • Four R’s: Rigor
  • Relevance
  • Relationships
  • Reasoning
  • A ladder, not a spiral.

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide13

A Ladder, Not a Spiral

  • Another Climbing the Ladder Example:
  • 7th – Define and operate with absolute value
  • 8th – Solve absolute value equations and inequalities
  • Mathematics 1 – Examine the absolute value function
  • Mathematics 2 – Explore the absolute value as a piecewise function

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide14

What does a standards-based

classroom look like?

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide15

More and

Less

In a Standards-based Classroom

  • MORE experiential, inductive, hands-on learning
  • MORE active learning with all the attendant noise of students doing, talking, and collaborating
  • MORE in-depth study of a smaller number of topics
  • MORE responsibility transferred to students for their goal-setting, record-keeping, monitoring, evaluation, and academic work

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide16

Less

More and

In a Standards-based Classroom

  • LESSwhole-class teacher-directed instruction
  • LESSstudent passivity, sitting, listening, and receiving
  • LESS emphasis by teachers to cover large amounts of material
  • LESSrote memorization of facts and details
  • LESSfocus on competition and grades

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide17

High School Course Chart

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide18

GPS Mathematics Rollout

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.

slide19

Resources for you!

Not everyone will be a research mathematician, but everyone needs to be a resourceful mathematician.

Jere Confrey

  • 1. www.georgiastandards.org
  • K-12 Mathematics Curriculum
  • Instructional Frameworks (Concept maps, tasks, parent letters, student work, commentary, etc.)
  • Training Materials
  • Videos and Webcasts of Standards-based Classroom
  • GPS Mathematics Toolkit
  • 2. Books used in training.
  • 3. UGA professors who have played an integral part of developing and implementing the curriculum.

(c) 2007 brainybetty.com ALL RIGHTS RESERVED.