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Happy Birthday CRMC 20 Years!

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Happy Birthday 20 + Years!

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In mathematics there are VARIABLES and CONSTANTS During CRMCs twenty year history there have been many variables, but one constant. Ruby A. Tucker

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R Responsible: Whatever task was asked of Ruby, I was ALWAYS sure it would be well done. U Unassuming: Ruby is a wonderful unassuming personthere is not a pretentious bone in her body! And she is always ready to give credit to others. B Beautiful spirit: It was a privilege to get to know Ruby. She is a beautiful spirit and is the first to see the beautiful spirit in other, especially children. Y Young at heart. Rubys energy keeps us young at heart Helen P. Collins

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Whenever I think about my time at CRMC even beyond the PRIME camps the one face I see every time is that of Ruby Tucker- her smile, bright eyes and eager-to-be-of- assistance-demeanor. The thing about Ruby you never really had to ask her to do anything: by the time youd figure out something needed doing, Ruby was always busy getting it done! What a real jewel! Susan Pruet

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Ruby is CRMC's value-added resource. She has a love and appreciation for the great lessons and activities whose dusty pages might be passed over for the glossy print. Ruby always cheered when I dug out some of my favorite activities on yellowed, faded pages or even purple ditto sheets. She is a champion for the best mathematics for every student. She has cheerfully served as a mentor and coach. She has earned an advanced degree in cutting and pasting and an award for best supporting actress in the Phillips/Tucker Road Show. Ruby's service to the mathematics community proves that the best things in life and at CRMC are free. Thanks, Ruby. Kitty Fouche

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I was blessed to be able to work alongside Ruby when I came to the Collaborative as the secondary resource teacher. I learned so much from her example then. I am especially blessed, as is everyone associated with the Collaborative that Ruby continues to be a shining example for all of us. She is both a mentor and a friend! Kenneth Jones

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Ruby A. Tucker PRIME Scholarship This scholarship, administered by the CSU Foundation, will provide financial assistance to help girls with financial need attend PRIME Camp.

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CRMC First Director Helen Purks Collins 1989-1995, 1998

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CRMCthe earliest days

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1989: The Ford Foundation $ 8,000 matching grant $ 8,000 matching grant to create a local urban math collaborative

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1989: The Ford Foundation Existing Mathematics Collaboratives: Cleveland Cleveland Minneapolis-St. Paul Minneapolis-St. Paul San Francisco San Francisco Philadelphia Philadelphia Los Angeles Los Angeles Pittsburgh Pittsburgh New Orleans New Orleans St. Louis St. Louis Raleigh-Durham Raleigh-Durham Memphis Memphis San Diego San Diego

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We needed to We needed to write the grantthe original collaborative was for high school teachers write the grantthe original collaborative was for high school teachers enlist area school system support enlist area school system support create a board of business and industry leaders and educators (the collaboration) create a board of business and industry leaders and educators (the collaboration) raise $ 8,000 raise $ 8,000

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CADRE of TEACHERS Chattahoochee Council of Teachers of Mathematics, NCTM affiliate

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Former Mayor Bill Feighner Hosted luncheon Helped develop the board Gene Demonet,Chairman of the Board Frank Brown Jim Ballengee John Boland Joyce Lee Glenn Vaughn Rolla Baumgartner Bob Bushong

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Now what?

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Birds of a Feather

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Ford Foundation $10,000NRM

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C to Shining C Collaborative to Shining Collaborative $10,000 Travel Grant

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PRIME Positive Reinforcement in Mathematics Education Kitt Lumley Ruby Tucker

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Woodrow Wilson Foundation Pam Coffield Statistics and Data Analysis Geometry

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Mathematical Modeling Business and Industry Mathematicians Mathematics Teachers

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Multiple grants per year Multiple grants per year High School Teachers Middle School Elementary

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The Knight Foundation $30,000 for Prep PRIME Telephone call from Knight Think B I G G E R $250,000 Algebra for All

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Provided leadership for initiatives for the state of Georgia Project 92 Project 92 SYNERGY SYNERGY

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CRMC $ 3,511,419.00

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Birds of a Feather

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Improve math education for our students

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Develop Teacher Leaders CRMC!

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CRMC Second Director Susan Pruet 1995-1997 1995-1997

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CRMC Events 1997-1999 Great New Hires! Great New Hires! Elementary Math/Science Camps Elementary Math/Science Camps MathFest MathFest CSU-Math Department/CRMC grant CSU-Math Department/CRMC grant College Algebra through Mathematical Modeling College Algebra through Mathematical Modeling CRMC moved to Center for Excellence in Math/Science Education (CEMSE) CRMC moved to Center for Excellence in Math/Science Education (CEMSE)

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My Favorite Problem from Columbus Fractions Food Andughh Dieting Just in time for Thanksgiving!

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Susans diet allows her to eat pound of turkey breast. She ordered pound of turkey from the local deli. The sales person sliced 3 uniform slices, weighed the slices, and said, This is a third of a pound. So, how many of the 3 turkey slices could Susan eat and stay on her diet and get to eat as much as she is allowed? The Turkey Problem

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CRMC Third Director Ann Assad 1998-2004 1998-2004

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Connecting the Dots: Seeing the Whole Picture Ann Assad Austin Peay State University Clarksville, Tennessee

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Emerging research and recently published documents guided our work.

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National Council of Teachers of Mathematics Principles and Standards for School Mathematics (2000) Emphasis on the Process Standards Problem Solving Problem Solving Reasoning and Proof Reasoning and Proof Communication Communication Connections Connections Representation Representation

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Integration of Six Guiding Principles across the Standards Equity high expectations and strong support for all students. Equity high expectations and strong support for all students. Curriculum a coherent curriculum, well articulated across the grade levels. Curriculum a coherent curriculum, well articulated across the grade levels. Teaching challenging students and supporting their learning. Teaching challenging students and supporting their learning. Learning actively building knowledge through experience and prior knowledge. Learning actively building knowledge through experience and prior knowledge. Assessment providing useful information for both teacher and student. Assessment providing useful information for both teacher and student. Technology influences the mathematics that is taught and enhances students learning. Technology influences the mathematics that is taught and enhances students learning.

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Education Development Center K-12 Curriculum Summaries (1998, 2005) Provides information about research- based curricula for elementary, middle grades, and high school. Provides information about research- based curricula for elementary, middle grades, and high school.

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Education Development Center Choosing a Standards-Based Curriculum (2000) Provides guidance in reviewing standards- based curricula and for selecting and implementing curricula. Provides guidance in reviewing standards- based curricula and for selecting and implementing curricula.

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Based on these documents, along with current research, CRMC developed a vision of P-12 mathematics education that integrated curriculum, teaching, and learning both horizontally (within grade levels) and vertically (between grade levels).

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The implementation of this vision was the development of three integrated projects funded by Improving Teacher Quality State Grants (formerly Eisenhower). High School Project Middle School Project Early Childhood Project

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Teachers came together to share and learn.

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Students and teachers worked together in camps and classrooms.

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We relentlessly solved problems (and still do).

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A Question: What is the relationship between the area of a great circle of a sphere and the surface area of the sphere?

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Data Collected by Students Area of Great Circle (A1) Surface Area of Sphere (A2) Ratio of A2 to A1 520.54.10 22.8883.86 12413.42 3124.00 1.255.254.20 Average3.92

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Data Collected by Students Area of Great Circle (A1) Surface Area of Sphere (A2) Ratio of A2 to A1 520.54.10 22.8883.86 12413.42 3124.00 1.255.254.20 Average3.92

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Area of a circle A c = r 2 Surface area of a sphere A s = 4 r 2 A s A c = 4 Compare our results to the formulas for area.

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Some problems to think about.

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What is the minimum number of angle measures you need to have in order to know the measures of all the angles in the triangles represented here? From Fostering Geometric Thinking: A Guide for Teachers Grades 5-10 by Mark Driscoll

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Find four points in a plane that can serve as the vertices for two different but congruent quadrilaterals. From Fostering Geometric Thinking: A Guide for Teachers Grades 5-10 by Mark Driscoll

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CRMC Fourth Director Kitty Fouche 2004-2005 2004-2005

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Wrap a string around the blob. Then use the string to form a rectangle. Find the area of the rectangle. This area will be the same as the area of the blob?

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I would say this was a very creative way to come up with the solution to this problem. I would commend him for his intelligent and creative thinking. I would say this was a very creative way to come up with the solution to this problem. I would commend him for his intelligent and creative thinking.

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I would say he has definitely understood the concept of area. I would say he has definitely understood the concept of area.

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I would tell him that his answer was very brilliant and would congratulate him. I would tell him that his answer was very brilliant and would congratulate him.

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I would say the student was rather ingenious to have thought of the method to find area. It shows hes thinking ahead and knows what he is doing. I would praise him on his work. I would say the student was rather ingenious to have thought of the method to find area. It shows hes thinking ahead and knows what he is doing. I would praise him on his work.

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First I would comment that he/she has done a good job, and that this way is a possibility. However, there is a simpler way. Simply do what she/he has done to start but a rectangle may be difficult to form. Simply form the string into a square or a triangle or even better simply measure the piece of string on a ruler and the measurement will give you the area. First I would comment that he/she has done a good job, and that this way is a possibility. However, there is a simpler way. Simply do what she/he has done to start but a rectangle may be difficult to form. Simply form the string into a square or a triangle or even better simply measure the piece of string on a ruler and the measurement will give you the area.

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A very good start Karen! You are on the right track. Isnt that blob shaped more like a circle? (Karen agrees and proceeds to find the area of the circle. A very good start Karen! You are on the right track. Isnt that blob shaped more like a circle? (Karen agrees and proceeds to find the area of the circle.

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Mouse and Elephant: Measuring Growth Middle Grades Project by Fitzgerald, Phillips, Lappan, Winter, and Shrover

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Spaghetti and Meatballs for All by Marilyn Burns

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NCTM Illuminations Lesson Apple Pi

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A very good start Karen! You are on the right track. Isnt that blob shaped more like a circle? (Karen agrees and proceeds to find the area of the circle.

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Finding the Area of a Circle: Use a Cake Pan and Leave Out the Pi Arithmetic Teacher May 1986 by Walter Szetela & Douglas T. Owens

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Method 1 Counting squares

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Take mean of Underestimate and Overestimate

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Developing an Area Formula for a Circle with "Goldilocks and the Three Bears" Jerry A. Ameis Mathematics Teaching in the Middle School November 2001, Volume 7, Issue 3, Page 140

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Method 2 Inscribed and circumscribed squares

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Take mean of Underestimate and Overestimate

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Method 3 Octagonal (Egyptian) method

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Method 4 Weighing method

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Method 5 Random numbers

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Method 6 Parallelogram

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Area of Rectangle = L W L the circumference L (2 r) W r Area of Rectangle (2 r)r Area of Circle = r 2

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Method 7 Marble rectangle

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Understanding the area of a circle formula is as easy as Pi. Lets get cooking.

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Title ?????? Mary Lindquist

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CRMC Fifth Director Kenneth Jones 2005-20?? 2005-20??

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Where are the answers?

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Do we answer the questions or question the answers?

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How has CRMC survived for 20 years? Weve stood on the shoulders of giants Weve stood on the shoulders of giants Weve had the support of local school systems, CSU, local businesses, and the local community Weve had the support of local school systems, CSU, local businesses, and the local community Weve been responsive to change Weve been responsive to change Weve empowered teachers Weve empowered teachers Weve questioned the answers rather than answering the questions Weve questioned the answers rather than answering the questions

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Where do we go from here? We have to continue to Navigate the Trails of Change

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Navigating the Trails of Change

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A Mathematical Problem From the NCTM Illuminations website. The complete lesson is available by going to www.nctm.org, going to the Illuminations section and searching for maze.www.nctm.org

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Implications Even small changes can make a big difference Even small changes can make a big difference Big changes make and even bigger difference Big changes make and even bigger difference New paths are being added and old paths are being removed New paths are being added and old paths are being removed

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It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change. - Charles Darwin

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Vision is perhaps our greatest strength.. it has kept us alive to the power and continuity of thought through the centuries; it makes us peer into the future and lends shape to the unknown. - Li Ka Shing

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We have to continue to Navigate the Trails of Change To provide more, and better mathematics for ALL students!

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You know a dream is like a river, ever changing as it flows. And a dreamer's just a vessel that must follow where it goes. Trying to learn from what's behind you and never knowing what's in store makes each day a constant battle just to stay between the shores.

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And I will sail my vessel 'til the river runs dry. Like a bird upon the wind, these waters are my sky. I'll never reach my destination if I never try, So I will sail my vessel 'til the river runs dry.

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Too many times we stand aside and let the water slip away. To what we put off 'til tomorrow has now become today. So don't you sit upon the shore and say you're satisfied. Choose to chance the rapids and dare to dance the tides. Garth Brooks, song "The River" co-written with Victoria Shaw

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20 Years of Mathematics along the Chattahoochee-- Lets keep it going!