The Changing LandscapeUS Math Education

The Changing LandscapeUS Math Education

Hong KongChina

Finland

South Korea

Netherlands

Liechtenstein

Japan

CanadaBelgium

MacaoChina

Switzerland

New Zealand

Czech Republic

Iceland

Denmark

France

Sweden

Austria

Germany

Ireland

Slovak Republic

Norway

Luxembourg

Poland

Hungary

Spain

Latvia

Program for International Student Assessment

%

25%

50%

75%

100%

32%

Grade 8 Passing Rate

National Center for Educational Statistics -- 2007

0

15,000

30,000

45,000

60,000

11,533

46,286

Georgia Grade 8 Students Not Passing State Test

Reading Math

www.doe.k12.ga.us -- 2008

Connecticut High Schools Not Making AYP

ELA Math0%

25%

50%

75%

100%

22%

78%

www.sde.ct.gov -- 2008

standards.nctm.org

Math Wars

Math Wars

TRADITIONAL PROGRESSIVEProcedures Concepts

Memorization UnderstandingWorksheets ManipulativesText Books RubricsRepetition Exploration

Math Wars, Latterell, Carmen M. -- 2005

Traditional Approach

Traditional Approach

Strengths Easy Implementation Systematic Instruction

Weaknesses Not Very Engaging Some Students do not Generalize

Math Wars, Latterell, Carmen M. -- 2005

Progressive Approach

Progressive Approach

Strengths• Engaging Activities

• Emphasizes Understanding

Weaknesses• Hard to Implement• Hard to Internalize Principles

Math Wars, Latterell, Carmen M. -- 2005

Grade

1st 2nd 3rd 4th 5th 6th 7th 8th

3 3

8

15

20

17 1618

24 24 25 25

34 3537

39

Top Achieving Countries NCTM

Number of Topics per Grade

Center for Research in Math & Science Education, Michigan State University

Center for Research in Math & Science Education, Michigan State University

80%

38%

Percent Correct

“There are 600 balls in a box, and 1/3 of the balls are red.

How many red balls are in the box?”

Grade 4 International Test Question

Changing Course

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 stretchto find the time to present important mathematical topics effectively and in depth.”

www.nctm.org/focalpoints

NCTM Now Recommends

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

National Math Panel Report

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

National Math Panel Recommendations

National Math Panel Recommendations

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.

Math curricula should:

www2.ed.gov/about/bdscomm/list/mathpanel/reports.html

1. Screen all students and provide interventions to students identified as at-risk.

2. Instructional materials for students should focus intensely on in-depth treatment of whole numbers.

3. Instruction during the intervention should be explicit and systematic.

4. Include instruction on solving word problems that is based on common underlying structures.

5. Students should work with visual representations.

6. Devote ten minutes in each session to fluent retrieval of basic arithmetic facts.

7. Monitor student progress.8. Include motivational strategies.

ies.ed.gov

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

www.corestandards.org

Kindergarten Standards

%

25%

50%

75%

100%

13%

Colleges Providing Sufficient Training

www.nctq.org

%

25%

50%

75%

100%

27%

Teacher Candidates Passing License Test

Massachusetts Teacher Licensing

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.”

Boston Globe

% of Proficient & Advanced Students

www.doe.mass.edu/mcas/2009/results/summary.pdf -- 2009

Massachusetts Reading & Math

Massachusetts Reading & Math