The Importance of Technology in Mathematics

Annika Moore Mathematics Consultant Office of Curriculum, Instruction and Assessment Professional Development Team

Ohio’s New Learning Standards

Common Instructional Shifts Build a deep understanding in the disciplines and effectively apply content knowledge and skills 1

Common Instructional Shifts Craft responses based on evidence to demonstrate understanding, explain, and or justify a position 2

Use technology appropriately, strategically and ethically in academic and real-world settings Common Instructional Shifts 3

The Shifts in the Standards for Mathematics Focus Coherence Rigor

The Shifts Focus Standards significantly narrow the scope of content allowing for a deeper approach

Focus Key ideas, understandings and skills for each grade or course. Deep learning, which means applying concepts and skills within the same grade or course. Completion of concepts for understanding and application

The Shifts Coherence Connections within and across grades Build new understandings onto foundations from previous years

Progressions in Mathematics Illustrative Mathematics Institute for Mathematics and Education ODE Math website

The Shifts Balance Conceptual understanding Procedural fluency Application Rigor

The Mathematical Shifts Focus Coherence Rigor

New Learning Standards for Mathematics Mathematical Content Mathematical Practices

Standards for Mathematical Practice 1.Make sense of Problems and Persevere in Solving Them 2.Reason Abstractly and Quantitatively 3.Construct Viable Arguments and Critique the Reasoning of Others 4.Model with Mathematics

Standards for Mathematical Practice 5.Use Appropriate Tools Strategically 6.Attend to Precision 7.Look for and Make Use of Structure 8.Look for and Express Regularity in Repeated Reasoning

Learning Standards... are a description of the skills and understandings we want students to have. Content and Practices

Curriculum... is a sequence of learning experiences designed to achieve the skills and understandings described in the Learning Standards. Content and Practices

Full Implementation of the New Learning Standards

What Needs To Be Done Translate standards into curriculum. Implement curriculum in the classroom.

Curriculum... is a sequence of learning experiences designed to achieve the skills and understandings described in the Learning Standards. Content and Practices

Mathematical Content Curriculum units target a set of grade level standards to the full depth of the Standards for Teaching and Learning

Mathematical Practices Practices are intentionally woven into the mathematical content. Practices are identified in each unit design.

What Does a High Quality Mathematics Unit-Design Look Like?

Ohio’s Quality Review Rubric Interactive tool available on ODE website under: “Mathematics” “Resources”

Ohio’s Quality Review Rubric Initially created by Massachusetts, New York, and Rhode Island “EQuIP Rubric” Collaboration across many states

Ohio’s Quality Review Rubric Ohio’s Educational Leadership Cadre ELC 2012 Adapted the tool to Ohio and decided on non-negotiables (**)

Ohio’s Quality Review Rubric Network of Regional Leaders NRL 2013 Working with teachers in using the Quality Review Rubric

Ohio’s Quality Review Rubric for Lessons/Units: K-12 Mathematics

Ohio’s Quality Review Rubric ** Non-negotiable content Not in any particular order Adapt to grade level A tool to use in a collaborative environment

Ohio’s Quality Review Rubric The tool can be used for: Review of already existing lessons/units Design of a new lesson/unit Design of a lesson/unit around a specific task

Ohio’s Quality Review Rubric Four Dimensions I.Alignment to the Depth of the Standards II.Key Shifts in the Standards III.Instructional Support IV.Assessment

Dimension I You can write directly in the document.

Dimension II

Dimension IV

Dimension III

Instructional Supports

Dimension III ** Engage students in a productive struggle through relevant, thought-provoking questions, problems and tasks that stimulate interest and elicit mathematical thinking.

Support and Stretch Provides appropriate level and type of differentiation, intervention and support for a broad range of learners.

Support and Stretch  Supports diverse cultural and linguistic backgrounds, interests and styles  Provides extensions for students with high interest or working above grade level.  Provides extra supports for students working below grade level

Support and Stretch

Dimension III ** Includes clear and sufficient guidance to support teaching and learning of the targeted standards including, when appropriate, the use of technology and media.

Use of Technology

Use of Technology ? Appropriate to the task or assignment Non-routine problems Enhance the unit Productive struggle Thought provoking Elicit mathematical thinking Supports the teaching of the set of standards

What Do You Currently Do in Your Classroom?

Levels of Cognitive Demand BCDEF Memorize Facts, Definitions, Formulas Perform Procedures Demonstrate Understanding of Mathematical Ideas Conjecture, Analyze, Generalize, Prove Solve Non- Routine Problems Make Connections

What Needs To Be Done 1. Translate standards into curriculum.

What Needs To Be Done 2. Implement curriculum in the classroom.

“We must give students the tools they will need in order to use, understand, and even make mathematics that does not yet exist.” Cuoco, Goldenberg, & Mark (1996)

Contact Information BRIAN BICKLEY Math Consultant (P) ANN CARLSON Math Consultant (P) ANNIKA MOORE Math Consultant (P) YELENA PALAYEVA Math Consultant (P)

education.ohio.gov & education.ohio.gov/math

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