Math Literacy

Dena McElligott—Instructional Specialist

Emmanuel Cenizal—Coordinator

Lee Davidson—Instructional Specialist

Wanda Brinkac--Coordinator

Essential Questions

How do mathematical symbols create a universal language?

How does discourse facilitate problem solving and computation?

How does using mathematical languages allow us to be more precise in the communication of mathematical ideas?

As an instructional leader in my building, how can I promote math literacy?

Enduring UnderstandingStudents communicate, make connections, reason, and represent the world quantitatively in order to pose and solve problems.

Mathematical communication deepens and clarifies knowledge.

As instructional leaders, we need to create an environment where teachers feel safe and are encouraged to take risks.

NCTM and Math Literacy

Mathematical literacy implies that a person is able to reason, analyze, formulate, and solve problems in a real-world setting.

Mathematically literate individuals are informed citizens and intelligent consumers.

They have the ability to interpret and analyze the vast amount of information they are inundated with daily in newspapers, on television, and on the Internet.

www.middleweb.com/mw/resources/MSmath_literacy.pdf

NCTM Process Standards

NCTM Process Standards

Problem Solving

Reasoning and Proof

Communication

Connections

Representations

Problem Solving

Build new mathematical knowledge through problem solving

Solve problems that arise in mathematics and in other contexts

Apply and adapt a variety of appropriate strategies to solve problems

Monitor and reflect on the process of mathematical problem solving

Reasoning and Proof

Recognize reasoning and proof as fundamental aspects of mathematics

Make and investigate mathematical conjectures

Develop and evaluate mathematical arguments and proofs

Select and use various types of reasoning and methods of proof 

Connections

Recognize and use connections among mathematical ideas

Understand how mathematical ideas interconnect and build on one another to produce a coherent whole

Recognize and apply mathematics in contexts outside of mathematics

Representations

Create and use representations to organize, record, and communicate mathematical ideas

Select, apply, and translate among mathematical representations to solve problems

Use representations to model and interpret physical, social, and mathematical phenomena 

Communication

Organize and consolidate their mathematical thinking through communication 

Communicate their mathematical thinking coherently and clearly to peers, teachers, and others

Analyze and evaluate the mathematical thinking and strategies of others;

Use the language of mathematics to express mathematical ideas precisely. 

Why is Communication Important?

Communication allows:

teachers to diagnose and correct misconceptions in a student’s mathematical thinking.

students to state mathematical ideas in their own words which creates conceptual understanding.

students to hear multiple representations for the same mathematical idea (flexibility).

students to think out loud which helps them to draw upon their prior knowledge and experience.

students to become independent thinkers and gain a confidence in their ability to be good problem solvers.

Break Out Sessions

Essential Questions

How does discourse facilitate problem solving and computation?

How does using mathematical languages allow us to be more precise in the communication of mathematical ideas?

Students communicate, make connections, reason, and represent the world quantitatively in order to pose and solve problems.

Mathematical communication deepens and clarifies knowledge.

Enduring Understandings

Classroom Discourse, Mathematical Rigor, and Student Reasoning: Analyzing the Dimensions of Powerful Mathematics Instruction and Learning

Recognition of the need to integrate students’ conceptual understanding, procedural competence and communicative abilities is supported by 30 years of cognitive science research.

The effectiveness of discourse-intensive instruction depends significantly on the quality of the mathematical tasks used in instruction.

Powerful Mathematics Instruction http://www.learnlab.org/research/wiki/images/f/ff/Accountable_Talk_Lit_Review.pdf

So….What does this look like in practice?

Ordering Many Fractions:

Let’s start with 1/3 and

2/5, which fraction is

larger? How do you know?

Ordering Many Fractions

• Work in small groups to put the fractions in order from least to greatest

• Try to think in pictures

• Only one strategy should include computation

• Use visual representations

• Include a written explanation

Where do you see communication in this activity?

Turn and talk to your shoulder partner about the communication that took place during this process.

“Summing” it all up…

As an instructional leader in my building,

how can I promote math literacy?

Principals’ Collaborative Session March 13, 2012

Activity Approximate Times

Direct Instruction Focused on Mathematics Literacy 8:00 a.m. – 8:30 a.m.

Opening Moves 8:30 a.m. – 8:45 a.m.

Examination of Text or Media Related to Mathematics Literacy

8:45 a.m. – 9:15 a.m.

Dilemma Presentation Focused on Mathematics Literacy

9:15 a.m. – 9:55 a.m.

Closing and Planning for Next Meeting 9:55 a.m. – 10:00 a.m.

Don’t forget to complete the written reflection form and drop it in the box!

Principals’ Collaborative Session March 13, 2012

Activity Approximate Times

Direct Instruction Focused on Mathematics Literacy 11:00 a.m. – 11:30 a.m.

Opening Moves 11:30 a.m. – 11:45 a.m.

Examination of Text or Media Related to Mathematics Literacy

11:45 a.m. – 12:15 p.m.

Dilemma Presentation Focused on Mathematics Literacy

12:15 p.m. – 12:55 p.m.

Closing and Planning for Next Meeting 12:55 p.m. – 1:00 p.m.

Don’t forget to complete the written reflection form and drop it in the box!

Principals’ Collaborative Session March 13, 2012

Activity Approximate Times

Direct Instruction Focused on Mathematics Literacy 2:00 p.m. – 2:30 p.m.

Opening Moves 2:30 p.m. – 2:45 p.m.

Examination of Text or Media Related to Mathematics Literacy

2:45 p.m. – 3:15 p.m.

Dilemma Presentation Focused on Mathematics Literacy

3:15 p.m. – 3:55 p.m.

Closing and Planning for Next Meeting 3:55 p.m. – 4:00 p.m.

Don’t forget to complete the written reflection form and drop it in the box!

The “New” Mathematics SOL Assessments (an update)

Presentation to all Principals, March 13, 2012

Dr. Donald Robertson, Assistant Superintendent ELA

Comparing Old to New: Outcomes and Pass Rates

Virginia Scores

Name of Test

Fall 2009 Fall 2010 Fall 2011 Fall 2011 VBCPS

Algebra I 82.1% 84.1% 49.2% 28.1%

Algebra II 85.3% 84.5% 53.7% 25.9%

Geometry 81% 78.5% 63% 27.7%

Comparing Old to New: Repeated Items

Name of Test Number of ItemsTOTAL

Number of Items NEW

Percentage of NEW Items

Algebra I 50 22 44%

Algebra II 50 18 36%

Geometry 50 14 28%

The Rigor is in the “Cut” Scores

Released “cut” scores for EOC tests in Algebra I, Algebra II, and Geometry

Proposed “cut” scores for Math grades 3-8

Many of the questions have been referred to as “test-taking” questions versus “math” questions. For example, using the tools on the online assessment that are not readily available to teachers for students to practice, questions that are multistep with an all-or-nothing measure of correctness, and questions with specific language in the directions that serve to guide finding the answer.

The Rigor is in the “Cut” Scores

The Rigor is in the “Cut” Scores

Preparing for the Tests

Recently, CTL and C&I staff have conducted training at all middle and high schools with math staff. The training focused on identifying power standards and development of practice assessments.

Next steps - (1) inform teachers of the SPBQ for the EOC tests, (2) create a plan for teachers to focus on particular objectives over the next 8 weeks that will give students the best chance to pass the test, and (3) create a plan for school administrators to monitor the work.

Recent quote to General Assembly by Dr. Patricia Wright, State

Superintendent“…Last year, I warned the education subcommittee of the House and Senate money committees that the implementation of these new standards- and corresponding assessments- would have a dramatic impact on accreditation. I repeat this warning today. The new mathematics tests debut this spring- middle and high school students on block schedules are already experiencing the new Algebra I, Algebra II, and Geometry tests- and I guarantee that we will see mathematics pass rates fall sharply when results are reported in the summer…”

January 2012