Georgia Performance Standards: A leader among integrated mathematics curricula aligned with NCTM Standards Presented by: Laine Bradshaw Ph.D. student in.

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Presentation transcript:

Georgia Performance Standards: A leader among integrated mathematics curricula aligned with NCTM Standards Presented by: Laine Bradshaw Ph.D. student in the REMS program at UGA

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 2 Why did Georgia need new standards? Who wrote the new standards? How were they developed? How do the new standards differ from the QCC’s? What is a task? How can I find out more about GPS?

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 3 As a teacher, Superintendent Kathy Cox understands the efforts of the new curriculum. Amazing leadership from the Math Program Manager, Claire Pierce and Math Specialist, Janet Davis. Hardworking, optimistic, student and teacher focused. Claire Pierce

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 4 Georgia’s Student Achievement in Math Percent Passing CRCT (5 th & 8 th ) or E-GHSGT (11 th )

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 5 Course Work NATION Avg. SAT Math Score GEORGIA Algebra Geometry Trigonometry Pre-calculus Other Mathematics Courses Computer Mathematics Calculus AP/Honors Courses Georgia’s Student Achievement in Mathematics

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 6 TOP 5 SCORES  Finland: 544  South Korea: 542  Netherlands: 538  Japan: 534  Canada: 533  INTERNATIONAL AVERAGE: 500 UNITED STATES  Average Score: 483  24 th out of 30 countries  Well below International Average International Student Achievement in Mathematics Program for International Student Assessment (Mathematics)

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 7 State and national leaders in math education, teachers, higher education faculty. UGA Panel and Committee Members: Expert Advisory Panel: Dr. Kilpatrick High School Advisory Committee: Dr. Franklin, Dr. Findell, Dr. Kilpatrick K-12 Advisory Committee: Dr. Findell, Dr. Franklin, Dr. Kilpatrick, Dr. Mewborn

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 8 PROCESS: Connections Multiple Representations Communication Problem Solving Reasoning and Proof CONTENT: Numbers and Operations Measurement Geometry Data Analysis & Probability Algebra

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 9 Include: Curriculum Maps – divided into units Concept Maps Unit information – Overview, Enduring Understandings, Essential Questions, Key Standards addressed, Related Standards, Concepts/Skills to maintain, Selected Terms and Symbols, Evidence of Learning, Strategies for teaching and learning, TASKS. Possible student solutions with commentary. Parent letters

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 10

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 11 Adopted characteristics from Japanese curriculum : Fewer topics at each grade level. GradesOld (QCC) New (GPS) 6th Grade5318 7th Grade4315 8th Grade4518 More rigor and depth. Integrated curriculum. Clear, focused path to college mathematics

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 12 Balance between concepts, skills, and problem solving emphasizing understanding and relevance. Four R’s: Rigor Relevance Relationships Reasoning A ladder, not a spiral.

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 13 Another Climbing the Ladder Example: 7th – Define and operate with absolute value7th – Define and operate with absolute value 8 th – Solve absolute value equations and inequalities8 th – Solve absolute value equations and inequalities Mathematics 1 – Examine the absolute value functionMathematics 1 – Examine the absolute value function Mathematics 2 – Explore the absolute value as a piecewise functionMathematics 2 – Explore the absolute value as a piecewise function

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 14

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 15  MORE experiential, inductive, hands-on learning  MORE active learning with all the attendant noise of students doing, talking, and collaborating  MORE in-depth study of a smaller number of topics  MORE responsibility transferred to students for their goal-setting, record-keeping, monitoring, evaluation, and academic work

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 16  LESS whole-class teacher-directed instruction  LESS student passivity, sitting, listening, and receiving  LESS emphasis by teachers to cover large amounts of material  LESS rote memorization of facts and details  LESS focus on competition and grades

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 17 Mathematics Accelerated Mathematics Mathematics 1 Accelerated Math 1 Mathematics 2 Accelerated Math 2 Mathematics 3 Mathematics 4 Accelerated Math 3 Options for 4 th math: Discrete Mathematics AP Statistics Advanced Placement Calculus AB Advanced Placement Calculus BC

(c) 2007 brainybetty.com ALL RIGHTS RESERVED. 18 YearTeacher Training Classroom Implementation 2004Grade Grades K-2, 7Grade Grades 3-5, 8Grades K-2, High SchoolGrades 3-5, Grade Grade Grade Grade 12

(c) 2007 brainybetty.com ALL RIGHTS RESERVED K-12 Mathematics Curriculum Instructional Frameworks (Concept maps, tasks, parent letters, student work, commentary, etc.) Training Materials Videos and Webcasts of Standards-based Classroom GPS Mathematics Toolkit 2. Books used in training. 3. UGA professors who have played an integral part of developing and implementing the curriculum. Not everyone will be a research mathematician, but everyone needs to be a resourceful mathematician. Jere Confrey