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Arkansas Mathematics Standards
Thomas Coy Arkansas Department of Education
DeQueen-Mena Coop 7/12/2016
Committee Work
• Reviews and revisions took place over 9 days. • 62 Arkansas educators participated in the mathematics
revision process. • Co-op and STEM Center Specialists helped to facilitate. • Higher education representatives participated at each grade
band.
Committee Work
• 65% of mathematics standards were revised or clarified. • 5 new standards were added. • 1,137 responses to the mathematics survey were
considered. • 1,416 responses to the general survey were considered. • 63% of respondents were the parent or grandparent of a
school-aged child.
Changes
• Standards went through various degrees of change through the review and revision process.
• Some standards were not changed. • Changes include
• Editing • Bullets • Notes • Examples • Additions/Deletions
Why?
• Why bullets? • Separate standards that were too heavy • Help see all of the parts of a content standard • Still to be seen as one standard, not a checklist
Example
Why?
• Separate some examples and leave others attached • Examples separated from standards typically address
curricular issues • Examples attached to standards typically clarify a portion
of the content
Example
Why?
• Why notes? • Clarity for teachers • Clarification of student expectation • Limitations/restrictions
Example
Example
Example
Major Changes
• Time and Money • Redefining Fluency • High school courses (Algebra II, Pre-Cal, and Statistics) • Separation of Practice Standards • Other changes? Major or Minor?
Group Discussion Questions
• What are some changes that you are pleased to see? • What are some changes that concern you? • What work still needs to be done?
• Be prepared to report out at the end of your table talks.
Implementation
• Standards were adopted by the State Board of Education. • Schools may begin implementing in the 2016-2017 school
year. • ADE expects full implementation in the 2017-2018 school
year. • Existing high school courses and course approvals remain in
effect for the 2016-2017 school year.
Quotes from the Community Feedback Survey
• “I know new teachers struggle with the "use different strategies" to teach math when they only know one way. Please include different strategies they can use for examples.” –on problem solving using four operations
Quotes from the Community Feedback Survey
• “This used to be an algebra skill. If we keep pushing topics down to lower grades, there is no way students can learn topics with any depth of understanding. Teachers have to cover so many different topics that we don't have time to make sure the students have learned one topic before moving on to a different topic. This should still be an algebra skill, not a 7th grade skill.” – on equivalent expressions
Quotes from the Community Feedback Survey
• “What are those? I can't even comprehend this or the concept.” – on modeling with vectors
So Now What?
• How did we end up here? • What professional learning is taking place? • What is needed to get where we need to be? • What are the challenges or barriers to effective engagement
in content rich professional development?
Video: Big Bang Theory
• https://www.youtube.com/watch?v=kcvLwFBB0UA
Math Practices
• Good teaching • Can’t unlearn what you know • Source of controversy • Focus points for critics of CCSS
• Developmentally Inappropriate • Constructivist Agenda
Thoughts on the SMPs
A New Kind of Problem: The Common Core Math Standards
Thoughts on the SMPs
A New Kind of Problem: The Common Core Math Standards
Standards For Mathematical Practice
• These practices will be included in additional materials to be posted on the ADE website.
• Teachers are free to engage students in any of the practices that they feel to be appropriate.
• Questions still remain…… • Are the practices something that we do or something that we teach? • What does each practice look like at different grade levels? • Are there dangers in picking practice forward tasks? • How should teachers evaluate potential tasks to determine appropriateness?
Your Turn!!!!
• Choose a Standard for Mathematical Practice • Collaborate with a small group to describe a scenario where students
engage in that practice. • Speak about how that practice is appropriate at the grade level. • Be ready to share. • We hope you will be willing to allow us to include some of your
examples in our additional resources.
Planning for Implementation and Instruction
• Building Better Units/Connections Across Domains • Opportunities to Integrate • Pacing/Acceleration
Building Better Units
• Many schools are still married to day by day pacing guides….why?
• One major purpose of CCSS was to bring focus and coherence to instruction.
• To make mathematics meaningful to students, we must help them see the coherence.
EQUIP Exemplars
• http://www.achieve.org/equip/exemplars?&&field_exemplar_tags_tid_2[0]=146
• 55 exemplar or exemplar if improved units of study in mathematics • http://www.achieve.org/files/AlgebraIModule3TopicCTransformations
ofFunctions%2003.26.14_0_0.pdf • Connections across domains and clusters are evident • Foundational standards identified (RTI) • Extensive support for teachers
Plan for Creating Units for Your Schools
• Time, time, time…..can’t do it all at once • Supports plan for RTI (Tier I and possibly Tier II) • Provides common assessments for a set of focus standards • Provides a student work protocol for meaningful PLC
discussions • Opportunities for growth (teachers and students)
Opportunities to Integrate
• What about integrated math? • High school assessments include Algebra I and Geometry. • Can we teach Integrated Math? • What about our students who participate in Algebra A/B?
Opportunities to Integrate
• It is important to know and understand the standards that students learned prior to the current course/grade level.
• Which middle school Geometry standards could you use to develop rich algebra problems for high school students?
Task
• Find a problem online or create a problem that addresses an Algebra I standard and a Geometry standard and be prepared to share.
Acceleration
• Accelerated Pathway? • Science is proposing one. • Nothing prohibiting school from developing pathway • Concerns • Must be well developed • ADE will review
High School Courses
• 15 high school courses • Algebra I, Geometry, Algebra II, and Pre-Calculus must still be
taught. • Districts must offer a minimum of 6 high school math
courses not including AP offerings. • The majority of changes to the standards will be evident in
Algebra II, Pre-Calculus and Statistics.
Final Musings
• Districts/Schools started this work when we adopted the CCSS. • Want to hear from you all as to how these standards can be
improved. • Living documents • Continuous revision of notes, examples, etc. without Board approval
• It is not enough to simply attend a workshop about the new standards.
• Responsible for professional learning • Must be leaders and examples of the change we want to see in others
