The top 6.5 things holding back student achievement in

Mathematics & what to do about it.

MESPA February 2013

Sara Van Der Werf

K-12 Mathematics LeadMinneapolis Public

Schoolssarav@mpls.k12.mn.us

612-600-6307

Emily LarsonK-12 Mathematics

SpecialistSouth Washington

Countyelarsen@sowashco.k12.

mn.us651-458-6217

Nancy NuttingMathematics Professional

Development Facilitator,

Retired MPS Teachernancynutting@comcast

.net612-866-2030

Today’s presentation and helpful resources available at:

www.mctm.org/principals.phpand

http://scimathmn.org/stemtc/resources/resources-february-2013-mespa-conference-0

Or go to scimathmn.org/stemtc ---> Resources---> Resources from the February 2013 MESPA Conference (on page 3)

Follow us on Twitter @MNMath4All

VISION FOR SUCCESS

All students deserve to have opportunities to learn important and

challenging mathematics every

day.

We need to enhance . . .TIME for studentsTIME for teachersTIME for support staff, including administrators

Minimum of 90 minutes a day 60 minutes of core mathematics for all

students 30 minutes of targeted instruction to fill

gaps, challenge students, differentiate, flexible groups

“Opportunity to Learn” is key Lessons Learned from TIMSS – you can’t learn

what you haven’t been taught – the MN Anomaly Singapore’s success – give mathematics equal

time with literacy in beginning years Detroit’s Project SEED – focus on problem solving

Additional 90 minutes/day for 15 weeks Involves specially trained mathematicians 90% of SEED students passed

Michigan’s Educational assessment compared with 79% of comparison group

Improved learning was consistently linked to allowing students to struggle utilizing problem solving – answers not instantly obvious

Supported by a business partnership

Detroit News, Jan.3, 2013 http://www.detroitnews.com/apps/pbcs.dll/article?AID=/

201301031115/SCHOOLS/301030371

Equity Research consistently shows that ability grouping does not help lowest achieving students (Oakes, Education Trust)

Lower expectations means less opportunity to learn (see Maintaining High Expectations, Best Practices, SciMathMN Frameworks)

Solid interventions require strong diagnostic tools; implies we increase and use assessment FOR learning

Additional training in both mathematics and mathematics pedagogy impacts student learning (see Ball and Hill)

The closer the learning to students the greater the impact, e.g. PLCs

Coordinated approaches help students most – Do support staff know and have access to the core curriculum materials and receive training in mathematics and mathematics pedagogy?

VISION FOR SUCCESS

All sites will provide intentional/directed

PLC time around Content Knowledge

AND Pedagogy.

The Lesson:•Students were taught an algorithm for dividing fractions & practiced the skill several times.

•Dividing fractions is a 6th grade math standard.

•All students were engaged.

•Students got the correct answer over and over again.

There was a lot to like in

this lesson,

yet I was disturbed

.

2

1

8

4

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1

8

4

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8

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8

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8

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8

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8

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8

4

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1

4

4

2

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8

4

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2

8

4

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2

8

4

1

1

4

4

4

4

1

1

4

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2

1

8

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8

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2

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8

41How many

groups of ½’s fit into

4/8?

2

1

8

4

2

1

12

1

2

1

Just like….3÷3 = 1

20÷20 = 1425÷425 = 1

conceptual development

over doing procedures.

A flexible understanding

of the base 10

number system

(place value)

365

A deep understandi

ng of equality.

(and even better, relational thinking)

8+4 = +5

Teachers will become Diagnostic

This allows teachers to Differentiate

KEY = Listen to student talk and look at student work.

The

number

in the

box is

12 because

8 plus 4

more is

12.

The number in the box is 7 because 5 is one more than 4, therefore

the number in the box needs to be 1 less

than 8 to keep both sides of

the equal sign balanced.

Write out a year long plan for providing on-going on-site PD on Mathematics Content and Pedagogy Development

Are your teachers teaching a balance of skills and concepts?

Use the resources at the SciMathMN Frameworks site.

VISION FOR SUCCESSTeacher leaders will be identified who will work in partnership with administration and a math committee to improve mathematics teaching and learning.

Nurture talent once it surfaces.Make more talent rise to the surface.

National Research Council. Everybody Counts. 1989

Identify teachers who have an interest in mathematics and find opportunities for them to learn about mathematics instruction. Write down the names of two teachers you will work with as your math leaders.

• Be a mentor or coach to a teacher to partner together to improve mathematics teaching and learning. Along the way help him/her develop leadership skills.

• Learn together through a book study, professional development videos and conversation. • Lenses of Learning

(www.mathleadership.org) is one resources specifically for math leaders.

• Support your math leaders work in leading learning for other teachers in your building and intentional changes in the structures around mathematics teaching and learning.

• Help your leaders become members of NCTM and MCTM.

• Support your mathematics leader(s) attendance at Mathematics related conferences or professional development sessions. • Be aware of the Minnesota Council of

Teachers of Mathematics Leadership Symposium and Spring Conference in Duluth (www.mctm.org) as an option.

Change takes some time and investing in your teachers in this way will serve your building and

your students well.

VISION FOR SUCCESS

Students will not only have the opportunity to learn the skills and procedures of mathematics but will also develop strong conceptual understanding and apply that understanding to solve problems.

• Help students develop strong conceptual understanding of mathematics as well as problem solving and reasoning skills.

• Have your teachers read their grade level standards at least 3 times a year.

• Understand that in order to Meet or Exceed the Minnesota Academic Standards, it is necessary to build strong understanding of concepts.

• Be aware of the purpose and structure of online resources and Apps. Online programs often serve as tools to drill basic facts or practice simple procedures. Do not let the use of these tools take away from time spent on developing conceptual understanding.

Use “Helping Children Learn” National Academies Press. This short summary of the National Research Council’s report “Adding it Up” and answers the question, “What does it take to be successful in mathematics”?

Consider the book “How the Brain Learns Mathematics” by David A. Sousa to help build understanding of how to engage students in learning mathematics.

• Use the resource from the National Council of Teachers of Mathematics, including the Focal Point Series books for every grade level. (www.nctm.org) These books show how to introduce concepts and to build deeper understanding of mathematics content.

VISION FOR SUCCESSWe have a deep repertoire of formative assessment toolsWe use information from formative assessments to drive and personalize instructionWe assess both conceptual and skill knowledge

Standard 3.3.2 Understand perimeter as a measurable attribute of real-world and mathematical objects. Use various tools to measure distances.

Benchmark 3.3.2.2 Find the perimeter of a polygon by adding

the lengths of the sides.

1. Find the perimeter.

2. Draw a four-sided irregular polygon with a perimeter of 23 units. Show all dimensions.

5

9

3

6

Gives us a better snapshot of both skills and understanding

Increases likelihood of students meeting or exceeding standards on MCA assessments

Engages students It’s mathematics – what

mathematicians and scientists actually do!

Achievement Level

DescriptorsHow do I teach the

standards? 20%30%

5%

VISION FOR SUCCESS

All students are talking about mathematics

out loud every class period.

My definition of a good teacher has changed from “one who explains things so well that students understand” to “one who gets students to explain things so well that they can be understood.”

Who is doing the talking?

Tell teachers you will be looking for who is doing most of the talking in the classroom.

Read

Mathematics Teaching in the Middle School * April 2000

Make it a goal to do multiple student turn-and-talks every math lesson.

Classroom culture matters. Teachers need to socialize students to the idea that math is about thinking and reasoning rather than being first, fastest and always right. This shift in classroom culture is critical because it allows students to see mistakes as learning opportunities.

Intentionally Plan the Questions that they will ask that will uncover students… Misconceptions Conceptual Understanding Thinking.

VISION FOR SUCCESS

Just Start and you are

HALF way there.

What can you take action on in the next 1 day 1 week 1 month 1 year?

Schedule 15-30 minutes every month on your personal calendar to plan for increased mathematics achievement for all at your site.

Today’s presentation and helpful resources available at:

www.mctm.org/principals.phpand

http://scimathmn.org/stemtc/resources/resources-february-2013-mespa-conference-0

Or go to scimathmn.org/stemtc ---> Resources---> Resources from the February 2013 MESPA Conference (on page 3)

Follow us on Twitter @MNMath4All

STEM TEACHER RESOURCE CENTERwww.scimathmn.org/stemtc

A New Resource for Teachers to Identify Resources to Help Students Achieve

Minnesota Standards in Mathematics or Science

Launched 6/30/2011 – work in progress – your feedback is appreciated!

Do you know

what a STANINE is?

OVERVIEWSummarizes Big Ideas and Essential Understandings of the Standard/BenchmarksCorrelations to NCTM StandardsCorrelations to national Common Core StandardsMISCONCEPTIONSPoints out frequent misconceptions and common errors students have about these math ideasVIGNETTEA snapshot into a classroom featuring an acitivity and teacher/student dialogueGives a picture of what standard/benchmarks meanRESOURCESTeaching notes and ideas for learningResource listsKey vocabulary and ideas for working with vocab.Professional development/PLC resourcesReferences

ASSESSMENTSample tasks to assess this standard/benchmarksMay be used formatively or summatively

DIFFERENTIATIONIdeas for struggling learners and English LearnersIdeas to extend the learning for kids who “get it”Resource lists

PARENTS/ADMINISTRATORSChecklists and resources for parents, coaches, administrators

Mathematics Best PracticesAs a profession, teachers of mathematics must continually strive to learn from research, remain current within a dynamic field, effectively serve an increasingly diverse student population and constantly improve the results obtained by students . . . Read more »

Strength

Weakness

Achievement Level

DescriptorsHow do I teach the

standards? 20%30%

5%