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The Changing Landscape US Math Education

The Changing Landscape US Math Education. Latvia. Slovak Republic. Hungary. Japan. Netherlands. Luxembourg. France. Belgium. Canada. Norway. Germany. Macao China. South Korea. Ireland. Hong Kong China. Austria. Denmark. Finland. New Zealand. Iceland. Sweden. Poland.

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The Changing Landscape US Math Education

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  1. The Changing Landscape US Math Education

  2. Latvia Slovak Republic Hungary Japan Netherlands Luxembourg France Belgium Canada Norway Germany Macao China South Korea Ireland Hong Kong China Austria Denmark Finland New Zealand Iceland Sweden Poland Switzerland Czech Republic Liechtenstein Spain Program for International Student Assessment

  3. Grade 8 Passing Rate National Center for Educational Statistics -- 2007

  4. Reading Math Georgia Grade 8 Students Not Passing State Test www.doe.k12.ga.us -- 2008

  5. Connecticut High Schools Not Making AYP www.sde.ct.gov -- 2008 High Schools Not Making AYP

  6. standards.nctm.org

  7. Math Wars Math Wars, Latterell, Carmen M. -- 2005

  8. Traditional Approach Strengths Easy Implementation Systematic Instruction Weaknesses Not Very Engaging Some Students do not Generalize Math Wars, Latterell, Carmen M. -- 2005

  9. Progressive Approach • Strengths • Engaging Activities • Emphasizes Understanding • Weaknesses • Hard to Implement • Hard to Internalize Principles Math Wars, Latterell, Carmen M. -- 2005

  10. Number of Topics per Grade Grade Center for Research in Math & Science Education, Michigan State University

  11. Grade 4 International Test Question “There are 600 balls in a box, and 1/3 of the balls are red. How many red balls are in the box?” Percent Correct Center for Research in Math & Science Education, Michigan State University

  12. Changing Course “Teachers face long lists of learning expectations to address at each grade level, with many topics repeating from year to year. Lacking clear, consistent priorities and focus, teachers stretch to find the time to present important mathematical topics effectively and in depth.” www.nctm.org/focalpoints

  13. NCTM Now Recommends Instruction should devote “the vast majority of attention” to the most significant mathematical concepts. Focus on developing problem solving, reasoning, and critical thinking skills. Develop deep understanding, mathematical fluency, and an ability to generalize. www.nctm.org/focalpoints

  14. National Math Panel Report “The manner in which math is taught in the U.S. is "broken and must be fixed." www2.ed.gov/about/bdscomm/list/mathpanel/reports.html

  15. National Math Panel Recommendations Math curricula should: Be "streamlined and should emphasize a well-defined set of the most critical topics in the early grades." Emphasize "the mutually reinforcing benefits of conceptual understanding, procedural fluency, and automatic recall of facts." Teach with "adequate depth." Have an "effective, logical progression from earlier, less sophisticated topics into later, more sophisticated ones." Have teachers regularly use formative assessment. www2.ed.gov/about/bdscomm/list/mathpanel/reports.html

  16. Screen all students and provide interventions to students identified as at-risk. Instructional materials for students should focus intensely on in-depth treatment of whole numbers. Instruction during the intervention should be explicit and systematic. Include instruction on solving word problems that is based on common underlying structures. Students should work with visual representations. Devote ten minutes in each session to fluent retrieval of basic arithmetic facts. Monitor student progress. Include motivational strategies. ies.ed.gov

  17. For over a decade, research studies of mathematics education in high performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards must address the problem of a curriculum that is “a mile wide and an inch deep.” These Standards are a substantial answer to that challenge. www.corestandards.org

  18. Kindergarten Standards www.corestandards.org

  19. Colleges Providing Sufficient Training www.nctq.org

  20. Massachusetts Teacher Licensing “Education leaders said that the high failure rate reflects what they feared, that too many elementary classroom and special education teachers do not have a strong background in math and are in many ways responsible for poor student achievement in the subject, even in middle and high schools.” Teacher Candidates Passing License Test Boston Globe

  21. Massachusetts Reading & Math % of Proficient & Advanced Students www.doe.mass.edu/mcas/2009/results/summary.pdf -- 2009

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