Project TIME Transitions in Math Education Timely discussions for successful 8-16 Transitions WERA December 7, 2007 Laura Moore-Mueller- Project Time Director, Green River Community College Joyce Hammer – Project TIME Co-Director, Green River Community College Robin Washam – Project Time Co-Director, OSPI, Puget Sound ESD

Project TIME Funding The Transition Math Project (Washington State-funded) The Bill and Melinda Gates Foundation

Partnership: Auburn School District (4) Enumclaw School District (1) Kent School District (5) Renton School District (3) Sumner School District (2) Tahoma School District (1) Green River Community College Seattle University University of Washington

How many conferences have you attended during 2007? 1.1 to 2 times 2.3 to 5 times 3.More than 5 times

Are you a … 1.College teacher 2.High school teacher 3.Elementary/middle school teacher 4.K – 12 administrator 5.College administrator 6.Counselor 7.Grant writer 8.Other

Which of these famous people was a math major in college? 1.Basketball player, Michael Jordan 2.Singer, Art Garfunkel 3.Civil rights leader, Ralph Abernathy 4.Author of Alice in Wonderland, Lewis Carroll 5.All of the above

On average what percentage of community college students take a pre-college math course? 1.10% 2.25% 3.40% 4.More than 50%

What percentage of your state high- school graduates enter a 2-year, 4- year or technical college within one year of graduation? 1.Less than 30% 2.Between 30 – 50% 3.Between 50 – 70% 4.More than 70% 5.Not sure

What percentage of new living-wage jobs expect mathematics preparation at least equivalent to second year algebra? 1.47% 2.57% 3.67% 4.77%

Algebra II* The Workforce Needs Most students need some higher education

States Ensuring Graduates are College and Work-Ready

State Board of EducationHECB College Core English – 3English - 4 Math - 2Math – 3 through Algebra 2 Science - 2 Social Studies – 2.5Social Studies - 3 Arts - 1 Foreign Language - 2 Physical Education - 2 Occupational Ed - 1 Electives – 5.5Electives Requirements in Washington State

23 states require Algebra I

16 states require Geometry

10 states require Algebra II

Project TIME -Goals Ensure successful transition for students in mathematics. Increase number of students taking math in high school. Reduce number of students taking pre-college math courses in college.

More Goals Provide all high school graduates with broader range of academic/career/ technical opportunities Effectively communicate across sectors

Project TIME Activities Parent/student outreach Placement strategies Summer Symposium Senior math course development

Parent Outreach  Parent/Student Math Advisory Night, February  Inform parents about placement issues- panel presentation

Student Outreach Placement Issues Give students an opportunity to take math portion of COMPASS

If your last math course was... and you earned a grade of... and you took it during your... your placement will be... First year algebra (Algebra I & II) C+ or betterSenior yearMath 70 Junior yearYou will need to use your COMPASS score. B+ or betterSenior yearMath 72 Junior yearMath 70 Advanced Algebra/Trig including one year of Geometry (Adv Alg/Trig and Geometry I & II) C+ or betterSenior yearMath 97 Junior yearMath 72 B or betterSenior yearMath 102 (a), 107, 156 (b), 170 Junior yearMath 97 ASenior yearMath 102 (a), 107, 156 (b), 170, 106 (C) Junior yearMath 102 (a), 107, 156 (b), 170 Precalculus I & IIC+ or betterSenior yearMath 97 or 107 Junior yearMath 97 B- or betterMath 107,102 (a), 104 (a), 170, 156 (b),, 106 (c), 124 (a) Math 102 (a), 107, 156 (b), 170 A- or betterSenior yearMath 106 (c), 107, 170, 156 (b), 124 (a) Junior yearMath 106 (c), 107, 170, 156 (b), 124 (a) aMath 156,102, 104 and 124 require significant time and effort, often considerably more than the minimum of 10 hours of out-of-class study time per week normally needed for other math classes. bBusiness majors are usually required to have completed both Math 156 and Math 157 to transfer to a four-year school. cMath 106 is designed as a condensed review of the topics in Pre-calculus (Math 102 and 104). The coursework requires more than the minimum of 10 hours of out of class study time per week.  Placement by this method expires one academic year after the student graduates from high school. The sooner the student takes his or her math class at GRCC, the better success the student is likely to have, since math skills tend to be forgotten over a period of time.  Please communicate to the students that if, after the quarter starts, they feel they have been placed too high, they should talk with their instructor. EXAMPLE Math Translation Table

Communication across sectors: Summer Symposiums

An Alternative Course Motivation: high school choice college- and work-ready Development Content Pilot test Lessons learned

Moving Beyond Course Requirements to Clarifying What Students Should Know and Be Able to Do g.asp#standards CRMS

How familiar are you with the College Readiness Standards? 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree

The 0 th Standard Student Attributes: Intellectual engagement Responsibility Perseverance Attending to details

Additional Standards Reasoning/ Problem-solving Communication Connections Number Sense Geometry Algebra Functions Probability/ Statistics

Example of College Readiness Mathematics Standards Geometry 5.2 : Represent the relevant features of a physical situation using 2-D figures with and without a coordinate system. Evidence:  Use basic 2-D figures such as circles or polygons to represent objects essential to a situation.  Include additional line segments to represent important known or unknown distances.  Introduce a coordinate system when useful for describing the position of objects in a situation.

Senior Course Development Created by faculty from GRCC and partner school districts. Provides rigorous alternative to calculus track for high-school seniors.

Senior Course Development Investigate deep and interesting topics in mathematics while preserving and improving algebra competency. Rekindle the excitement and beauty of mathematics.

Pre-Development Issues 1 semester or 2 semester course Module based or stand alone course H.S minimum math requirements Competing AP math courses

Pre-Development Issues Available high school math teachers Time to meet What’s in a name? Discrete Math BAT Math Advanced Quantitative Reasoning College-Prep Math Applications in Mathematical Reasoning

Course Content Semester I Graph Theory Scheduling Linear Programming Voting Statistics and Probability Fair Division Game Theory

Course Content Semester II Finance Geometry Modeling continuous functions: linear, quadratic, exponential, logarithmic, and logistic

Process (equal in importance to content!) Mathematical processes: Inquiry Problem solving Reasoning Communication

Pedagogy (equal in importance to content!) Pedagogy: Active engagement Authentic (real-world) activities Study skills for success

An Example: Bob and Carol Purpose is to introduce students to: The group problem solving nature of the course. Different ways to represent data to solve problems (tables, but ultimately graphs) The complexity of problem solving and value of communication. Leads to the development of team norms.

Bob and Carol Bob and Carol invite four couples over for dinner. During the party Bob realizes that he hasn’t been a very good host and he has not introduced anyone to each other. He does a quick survey to find out who has met whom. After questioning the other nine people (including his wife) at the party, he finds that one person shook hands with 8 other people, the second person shook hands with 7 other people, the third with 6 other people, and so on down to the ninth person who shook hands with 0 other people. Bob knows that a person can’t shake hands with himself and he can’t shake hands with his spouse. Keeping in mind these two conditions, how many people did Bob shake hands with?

The Teachers Professional development workshops Feedback from the classroom

Lessons Learned Textbooks Curriculum resources / time Teacher preparation Teacher learning community Student preparation Communication with counselors and students

Course Assessment Assess students at beginning and end of year with WAMAP. Administer student and teacher perception surveys Observe students’ progress post-senior year

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