Project TIME Transitions in Math Education

1. Timely discussions for successful 8-16 Transitions WERA December 7, 2007 Project TIMETransitions in Math Education Laura Moore-Mueller- Project Time Director, Green River Community College Joyce Hammer – Project TIME Co-Director, Green River Community College Robin Washam – Project Time Co-Director, OSPI, Puget Sound ESD

2. Project TIME Funding The Transition Math Project (Washington State-funded) The Bill and Melinda Gates Foundation

3. Partnership: • Auburn School District (4) • Enumclaw School District (1) • Kent School District (5) • Renton School District (3) • Sumner School District (2) • Tahoma School District (1) • Green River Community College • Seattle University • University of Washington

4. 1 to 2 times 3 to 5 times More than 5 times How many conferences have you attended during 2007?

5. College teacher High school teacher Elementary/middle school teacher K – 12 administrator College administrator Counselor Grant writer Other Are you a …

6. Basketball player, Michael Jordan Singer, Art Garfunkel Civil rights leader, Ralph Abernathy Author of Alice in Wonderland, Lewis Carroll All of the above Which of these famous people was a math major in college?

7. 10% 25% 40% More than 50% On average what percentage of community college students take a pre-college math course?

8. Less than 30% Between 30 – 50% Between 50 – 70% More than 70% Not sure What percentage of your state high-school graduates enter a 2-year, 4-year or technical college within one year of graduation?

9. 47% 57% 67% 77% What percentage of new living-wage jobs expect mathematics preparation at least equivalent to second year algebra?

10. Algebra II* The Workforce Needs Most students need some higher education

11. States Ensuring Graduates areCollege and Work-Ready

12. Requirements in Washington State

13. 23 states require Algebra I

14. 16 states require Geometry

15. 10 states require Algebra II

16. Project TIME -Goals • Ensure successful transition for students in mathematics. • Increase number of students taking math in high school. • Reduce number of students taking pre-college math courses in college.

17. More Goals • Provide all high school graduates with broader range of academic/career/ technical opportunities • Effectively communicate across sectors

18. Parent/student outreach Placement strategies Summer Symposium Senior math course development Project TIME Activities

19. Parent Outreach • Parent/Student Math Advisory Night, February • Inform parents about placement issues- panel presentation

20. Give students an opportunity to take math portion of COMPASS Student OutreachPlacement Issues

21. EXAMPLE Math Translation Table • a Math 156,102, 104 and 124 require significant time and effort, often considerably more than the minimum of 10 hours of out-of-class study time per week normally needed for other math classes. • b Business majors are usually required to have completed both Math 156 and Math 157 to transfer to a four-year school. • c Math 106 is designed as a condensed review of the topics in Pre-calculus (Math 102 and 104). The coursework requires more than the minimum of 10 hours of out of class study time per week. • Placement by this method expires one academic year after the student graduates from high school. The sooner the student takes his or her math class at GRCC, the better success the student is likely to have, since math skills tend to be forgotten over a period of time. • Please communicate to the students that if, after the quarter starts, they feel they have been placed too high, they should talk with their instructor.

22. Communication across sectors: Summer Symposiums

23. An Alternative Course Motivation: high school choice college- and work-ready Development Content Pilot test 2007-2008 Lessons learned

25. CRMS • Moving Beyond Course • Requirements to Clarifying • What Students Should • Know and Be Able to Do • http://www.transitionmathproject.org/marketing.asp#standards

26. Strongly Agree Agree Disagree Strongly Disagree How familiar are you with the College Readiness Standards?

27. The 0th Standard • Student Attributes: • Intellectual engagement • Responsibility • Perseverance • Attending to details

28. Additional Standards Reasoning/ Problem-solving Communication Connections Number Sense Geometry Algebra Functions Probability/ Statistics

29. Example of College Readiness Mathematics Standards • Geometry 5.2 : • Represent the relevant features of a physical • situation using 2-D figures with and without a • coordinate system. • Evidence: • Use basic 2-D figures such as circles or polygons to represent objects essential to a situation. • Include additional line segments to represent important known or unknown distances. • Introduce a coordinate system when useful for describing the position of objects in a situation.

30. Created by faculty from GRCC and partner school districts. Provides rigorous alternative to calculus track for high-school seniors. Senior Course Development

31. Investigate deep and interesting topics in mathematics while preserving and improving algebra competency. Rekindle the excitement and beauty of mathematics. Senior Course Development

32. Pre-Development Issues • 1 semester or 2 semester course • Module based or stand alone course • H.S minimum math requirements • Competing AP math courses

33. Pre-Development Issues • Available high school math teachers • Time to meet • What’s in a name? Discrete Math BAT Math Advanced Quantitative Reasoning College-Prep Math • Applications in Mathematical Reasoning

34. Graph Theory Scheduling Linear Programming Voting Statistics and Probability Fair Division Game Theory Course Content Semester I

35. Finance Geometry Modeling continuous functions: linear, quadratic, exponential, logarithmic, and logistic Course ContentSemester II

36. Process (equal in importance to content!) • Mathematical processes: Inquiry Problem solving Reasoning Communication

37. Pedagogy (equal in importance to content!) • Pedagogy: Active engagement Authentic (real-world) activities Study skills for success

38. Purpose is to introduce students to: The group problem solving nature of the course. Different ways to represent data to solve problems (tables, but ultimately graphs) The complexity of problem solving and value of communication. Leads to the development of team norms. An Example: Bob and Carol

39. Bob and Carol invite four couples over for dinner. During the party Bob realizes that he hasn’t been a very good host and he has not introduced anyone to each other. He does a quick survey to find out who has met whom. After questioning the other nine people (including his wife) at the party, he finds that one person shook hands with 8 other people, the second person shook hands with 7 other people, the third with 6 other people, and so on down to the ninth person who shook hands with 0 other people. Bob knows that a person can’t shake hands with himself and he can’t shake hands with his spouse. Keeping in mind these two conditions, how many people did Bob shake hands with? Bob and Carol

40. Professional development workshops Feedback from the classroom The Teachers

41. Textbooks Curriculum resources / time Teacher preparation Teacher learning community Student preparation Communication with counselors and students Lessons Learned

42. Assess students at beginning and end of year with WAMAP. http://www.wamap.org/ Administer student and teacher perception surveys Observe students’ progress post-senior year Course Assessment

43. www.project-time.org Website

44. Any questions? Thanks for coming! Website: www.project-time.org