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2010 Alabama Course of Study: Mathematics College- and Career-Ready Standards

2010 Alabama Course of Study: Mathematics College- and Career-Ready Standards. MCPSS ADM-PLTFAC Professional Development August 2, 2012. Outcomes for Today. To understand the “distinction between conceptual knowledge and procedural knowledge”

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2010 Alabama Course of Study: Mathematics College- and Career-Ready Standards

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  1. 2010 Alabama Course of Study: MathematicsCollege- and Career-Ready Standards MCPSS ADM-PLTFAC Professional Development August 2, 2012

  2. Outcomes for Today • To understand the “distinction between conceptual knowledge and procedural knowledge” • To understand the effects of the Common Core State Standards on mathematical classroom instruction • To understand the importance of embracing the key role of a Vertical- Math Professional Learning Team • To understand the role of a PLT Facilitator

  3. Mathematical Understanding The Practice Standards and Content Standards define what students should understand and be able to do in their study of mathematics. Asking a student to understand something Means asking a teacher to assess whether the student has understood it. But what does Mathematical understanding look like? One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (a + b + c)(x + y). Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.

  4. Mathematical Practice Standards • Habits of mind of the mathematically proficient student • Applying mathematics outside the math classroom • Using mathematics tools in flexible, sophisticated, and relevant ways across disciplines

  5. Standards for Mathematical Practice • Make sense of complex problems and persevere in solving them. • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning. (CCSS, 2010)

  6. Evidence of Mathematical Practices

  7. Professional learning teams

  8. PLT Big Ideas

  9. PLT Big Ideas

  10. Pausing Paraphrasing Probing for specificity Putting ideas on the table Paying attention to self and others Presuming positive intentions Promoting a Spirit of Inquiry Are you looking in the mirror or out the window? Seven Norms of Collaboration DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 104)

  11. PLT Big Ideas

  12. What? PLT Goal Statement What can we do differently in our classrooms to increase our knowledge and skills in facilitating purposeful practice of the Common Core Math Practice Standards in order to increase student mathematical discourse? About? Why?

  13. The Journey Ahead • Initial PLT Training Sessions June 2012 • ADM PLT Facilitator Training Session (Today) • Six PLT Sessions during 2012-2013 • Four PLT Facilitator Coaching Community Sessions during 2012-2013 • Instructional Coaching during 2012-2013 • Administrator PLT Sessions 2012-2013 • Implementation of the Phase IIA 2010 College and Career-Ready Mathematics Standards during 2012-2013

  14. shellyrider@me.com

  15. 2010 Alabama Course of Study: MathematicsCollege- and Career-Ready Standards MCPSS ADM-PLTFAC Professional Development August 2, 2012

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