1. 2013 Mathematics Standards of Learning Institutes General Session
October 7, Abingdon (SWVA Higher Ed Center)
October 8, Roanoke (Hotel Roanoke)
October 21, Richmond (Hilton Richmond Hotel Short Pump)
October 22, Williamsburg (DoubleTree Hotel)

2. Learning Outcomes Participants will be able to
analyze assessments for:
SOL alignment
Level of cognitive demand
Format
modify existing assessments to raise the level of cognitive demand
modify existing resources to promote problem solving

3. “The content of the mathematics standards is intended to support the five goals for students” Mathematics Standards of Learning

4. Five goals…for students to
become mathematical problem solvers that
communicate mathematically;
reason mathematically;
make mathematical connections; and
use mathematical representations to model and interpret practical situations
Process Goals

5. 2009 – Changes in Mathematics Standards

6. 2010 – Vertical Articulations and Pedagogy
Mathematical Problem Solving
Mathematical Communication
Mathematical Reasoning
Mathematical Connections
Mathematical Representations

7. 2011 – Cognitive Demand and Process Goals
Mathematical Problem Solving
Mathematical Communication
Mathematical Reasoning
Mathematical Connections
Mathematical Representations

8. 2012 – Using Formative Assessment Tools
Mathematical Problem Solving
Mathematical Communication
Mathematical Reasoning
Mathematical Connections
Mathematical Representations

9. 2013 –Modifying Resources to Promote Problem Solving and Critical Thinking
Participants will
Analyze and modify an assessment – compare expectations of SOL and Curriculum Framework to an assessment and modify it to meet intended expectations; and
modify an existing instructional task to emphasize process goals and problem solving.

10. Cognitive Demand…
“The kind and level of thinking required of students in order to successfully engage with and solve the task.”
Stein, Smith, Henningsen, & Silver, (2000)

11. Characteristics of Rich Mathematical Tasks
High cognitive demand (Stein et. al, 1996; Boaler & Staples, 2008)
Significant content (Heibert et. al, 1997)
Require justification or explanation (Boaler & Staples, in press)
Make connections between two or more representations (Lesh, Post & Behr, 1988)
Open-ended (Lotan, 2003; Borasi &Fonzi, 2002)
Allow entry to students with a range of skills and abilities
Multiple ways to show competence (Lotan, 2003)

12. Level of Cognitive Demand in Activities

13. Level of Cognitive Demand in Activities
High
Level of Cognitive Demand
Med
Med
Low

14. Level of Cognitive Demand in Activities
Write a real-world problem using this expression.
Is the value of this expression more or less than 1? How do you know?
Simplify.

15. Instruction and Assessment
Assessment should have –
Purpose: instruction should be designed with the assessment in mind
Balance: be strategic in the development
Conceptual vs. procedural
Levels of cognitive demand
Varied formats

16. Learning Community Planning/Pacing long/short term
Instruction what/how
Common Assessments development/ modification
Analyze Data and Student Work

17. Professional Development Resources
Online professional development modules will be provided on the VDOE Mathematics Web site
2 modules with 7 parts total, broken into (roughly) 45-min segments
Facilitators guide, all necessary documents
Options for delivery
grade-level/subject area teams to work through professional development in their learning community meetings
division-wide professional development

18. 21st Century Video