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Next Steps in Implementing Mathematics (and Science) Initiatives at the National and State Levels: Focusing on Common Core Standards . Jere Confrey, Joseph D. Moore University Distinguished Professor, Mathematics Education
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Next Steps in Implementing Mathematics (and Science) Initiatives at the National and State Levels: Focusing on Common Core Standards
Jere Confrey, Joseph D. Moore University Distinguished Professor, Mathematics Education
Friday Institute for Educational Innovation, College of Education, North Carolina State University
U.S. Department of Education's Mathematics and Science Partnerships 2011Conference
February 15, 2011
The instructional practices and assessments discussed or shown
are not an endorsement by the U.S. Department of Education
Even with their flaws, the Standards are “good enough” to embrace.
There is a narrow window of opportunity to prepare for and interpret the Next Steps.
Schooling is about modeling our world (scientifically, technologically, mathematically, and statistically), encouraging active citizenry, building opportunities for expressiveness, fostering collaboration, designing and testing solutions, feeling engaged and empowered, and being well-prepared to earn a satisfying and sufficient living.
and -- Include the mathematical practices
in all aspects of implementation.
Posters of K-5, 6-8 and 9-12 CCSS in learning trajectories format available at email@example.com
new curricular development,
general support systems,
building technological infrastructure, and
professional development systems.
Assessment for Learning Defined: Stiggins et al. (2005)
The UK Assessment Reform Group (1999) identifies
FIVE PRINCIPLES OF ASSESSMENT FOR LEARNING
The provision of effective feedback to students.
The active involvement of students in their own learning.
Adjusting teaching to take account of the results of assessment.
Recognition of the profound influence assessment has on the motivation and self esteem of pupils, both of which are critical influences on learning.
The need for students to be able to assess themselves and understand how to improve.
…a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
…a researcher-conjectured, empirically-supported description of the ordered network of constructs a student encounters through instruction (i.e. activities, tasks, tools, forms of interaction and methods of evaluation), in order to move from informal ideas, through successive refinements of representation, articulation, and reflection, towards increasingly complex concepts over time
(Confrey et al., 2009)
Draws on students’ proclivity for interactions and social networking
Supplements teachers’ knowledge of student thinking and content
Reaches students directly to involve them in learning
Supports reasonable levels of customization
Builds on the base of knowledge of empirically supported learning trajectories
Supports rather than supplants curriculum
and Activities: Packet 1
Equipartitioning Learning Trajectory
Priority Three: Defining and deploying a broader college-and-career STEM agenda by appropriating the fifteen percent of a state’s standards that does not have to comply with the CCSS;
Key ideas and details
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure:
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Integration of Knowledge and Ideas:
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic (grades 6-8)
Range of Reading and Level of Text Complexity
-- Write arguments focused on discipline-specific content
The math CCSS are conservative, and delayed on modeling, probability and statistics, and rate of change and early functions as an introduction to algebra.
Further, they only modestly focus on the use of new learning technologies: this could leave our students foundering in exciting arenas incorporating visualization, integration of topics, engineering, and design and the use of simulations. These topics constitute a critical agenda for our field, and we need a strategy to avoid their marginalization.
weighing evidence, and
Could be achieved by inclusion of simulations, dynamic displays, and extensions of problems from informal and formal contexts
Build innovative curricula for the 15% and for the Science and Technical Reading and Writing Standards
Ways to implement:
Use school time that is often blank (inter-sessions, post summative assessment time, near holiday time) and
Develop high school courses along the lines of “Theory of Knowledge” in International Baccalaureate Programs
Implementation fidelity(Huntley, 2010)
Opportunity to learn and related constructs (McNaught et al. 2010)
Fair Tests for comparison (Chavez et al. 2010)
Complexity of relationships among teacher and student variables and curricular effects Tarr et al. (http://cosmic.missouri.edu/aera10/)
We need to continue to build on these to ensure that we can substantiate future effectiveness
The Common Core State Standards present considerable opportunities for innovative thinking around curriculum
The success of the standards depends on the ability of teachers to assist students in learning the specified “fewer” standards at grade level.
Therefore, the success of the standards should be measured heavily, though not exclusively, on the narrowing of the performance gaps
Photo: Tyler Confrey Maloney