Community Context Series of Community Math Nights Leadership Development for Math Support Team Mathematics Content Courses for K-20 Teachers Ongoing support for Administrators IHE Partnerships Work with Business and Community Leaders

MEC Course Series Patterns, Functions and Algebraic Reasoning Numerical Reasoning Geometric and Proportional Reasoning Probability and Data Analysis Extending Algebraic Reasoning Using A Functional Point of View Integrating Mathematical Ideas: Algebra, Geometry, Probability and Statistics Connecting Mathematics Content to Science and Technology

Mathematical Goals The workplace of today demands unprecedented mathematical understandings. Students must leave our schools… Quantitatively literate Able to make informed judgments when dealing with data Able to reason probabilistically, algebraically and geometrically, and see connections within and among mathematical ideas Persistent in solving complex and relevant problems, with a disposition to search for patterns and relationships Able to communicate mathematically and make convincing arguments in defense of mathematical ideas

Mathematics Content Courses for K-20 teachers of mathematics K-20 teachers learn mathematics together in contexts that fully model what we hope to see in classrooms with regard to mathematics content, mathematical pedagogy and assessment practices.

Patterns, Functions & Algebraic Reasoning Mathematics Content Teaching to the big ideas of linear, quadratic and exponential growth patterns Skills are learned and practiced in the context of their use

½ (n+1) (n+2) ½ (n+1) 2 + (n+1) ½ (n+1) 2 – [½ n (n+1)] Are these expressions equivalent? Use algebra to determine if these are three different ways of seeing the same thing.

Patterns, Functions & Algebraic Reasoning Mathematics Content Teaching to the big ideas – linear, quadratic and exponential growth Skills are learned and practiced in the context of their use Analyzing situations from geometric, numerical/tabular, algebraic, verbal and graphical perspectives

Patterns, Functions & Algebraic Reasoning Mathematics Content Teaching to the big ideas of linear, quadratic and exponential growth patterns Analyzing situations from geometric, tabular, algebraic, Skills are learned and practiced in the context of their use Numerical reasoning as the foundation for algebraic reasoning

48 x 27

48 x X 27 = X 27 = =1296

48 x X 48 = X 48 = = 1296

48 x X X 24 = X 24 = = 1296

48 X X ( ) = 1296

Mathematical Pedagogy Safe and productive learning environment Inquiry-based learning Focused mathematics Talking mathematic is the norm

Mathematical Pedagogy Safe and productive learning environment Inquiry-based learning Focused mathematics Talking mathematic is the norm Instruction is differentiated to meet a range of needs - expandable tasks - challenges - learning environment

Cubic Octahedra:

Mathematical Pedagogy Safe and productive learning environment Inquiry-based learning Focused mathematics Talking mathematic is the norm Instruction is differentiated to meet a range of needs Small group tasks around significant problems Individual and small group investigations are followed by whole group processing of the mathematics and reflecting on learning Assessment practices enhance learning while revealing levels of understanding –Pre and post performance tasks –On demand tasks –Scored tasks –Rubrics –Portfolios Students learn to judge the quality of their own work

Mathematical Pedagogy Safe and productive learning environment Inquiry-based learning Focused mathematics Talking mathematic is the norm Instruction is differentiated to meet a range of needs Small group tasks around significant problems Individual and small group investigations are followed by whole group processing of the mathematics and reflecting on learning Assessment practices enhance learning while revealing levels of understanding Students learn to judge the quality of their own work Professional articles read and discussed

MEC Content Courses… Deepen teachers’ mathematical understandings Change teachers’ mathematical dispositions and their relationship with mathematics Teach teachers how to teach mathematics Promote transfer to classroom practice Create learning communities

What kinds of change do researchers and evaluators see in classrooms? Number talks happen frequently. Questioning permeates the environment (student to student, student to teacher, teacher to student). Diverse ways of seeing are being encouraged and examined. Having students justifying their ideas orally and in writing is the norm.

Advancing the Teaching of Mathematics:What will it take? Mathematics courses for K-20 classroom teachers Support assessments that are aligned with the goal of helping all students think, reason, and put mathematics to work in powerful ways to solve real, complex and relevant problems Invest in pre-K-20 mathematics partnerships Engage with parents and the public in pursuit of quality mathematics in schools Invest in leadership development Partner with business and community leaders Close collaboration between internal (district) leaders and external leaders