1. MATHEMATICS OPEN EDUCATIONAL RESOURCES OSPI OER PROJECT Barbara Soots Digital Learning Department Office of Superintendent of Public Instruction barbara.soots@k12.wa.us Anne Gallagher Mathematics Specialist Office of Superintendent of Public Instruction Anne.Gallagher@k12.wa.us

2. CC BY-SA Beyond definitions http://www.flickr.com/photos/opensourceway/6554315179/http://www.flickr.com/photos/opensourceway/6554315179/ resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. OER ARE

3. 3 WHY OER? CC BY SAQuestion Mark by alexanderdrachmannhttp://www.flickr.com/photos/drachmann/327122302/sizes/z/in/photostream/http://www.flickr.com/photos/drachmann/327122302/sizes/z/in/photostream/

4. SPECTRUM OF USES Gather image and audio resources Access free books in the public domain Display video and audio lectures Experience interactive simulations Explore game-based learning programs Build and share lesson plans Download and print a textbook

5. OER RULES Credit Source and Understand Permissions

6. CREATIVE COMMONS LICENSES Some Rights Reserved

7. “The legislature finds the state's recent adoption of Common Core K-12 standards provides an opportunity to develop a library of high-quality, openly licensed K-12 courseware that is aligned with these standards.” K12 OER PROJECT – ESSHB 2337 CC BY NC Washington State Capitol – Olympia by MathTeacherGuy http://www.flickr.com/photos/mathteacherguy/http://www.flickr.com/photos/mathteacherguy/

8. 1.Develop an OER review process 2.Generate a catalog of vetted OER 3.Promote OER awareness and capacity building OER PROJECT GOALS

9. REVIEWING OER Help educators select high quality materials Help educators select high quality materials Provide information for materials adoptions Provide information for materials adoptions Identify gaps in CCSS alignment Identify gaps in CCSS alignment CC BY NC SAapples by msrhttp://www.flickr.com/photos/msr/448820990/http://www.flickr.com/photos/msr/448820990/

10. UNLIMITED ACCESS AND PERMISSIONS CRITERIA FOR OER REVIEW CRITERIA FOR OER REVIEW

11. OVERVIEW OF RESOURCES CK 12: Algebra (second edition) Curriki: Algebra 1 Georgia Virtual Academy: Algebra 1 Mathematics Vision Project: Integrated Math 1 National Repository of Online Courses: Algebra 1 Saylor.org: Algebra 1 (select units) Utah Open High School: Algebra 1

12. EVALUATION TIMEFRAME Math: 5-9 hours per curriculum Each reviewer assigned 3-4 math courses 30-40 hours total effort 12

13. CC BY-NCChocolate Ice Cream Sundae by the Culinary Geekhttp://www.flickr.com/photos/preppybyday/5076304681/http://www.flickr.com/photos/preppybyday/5076304681/ SUPPLEMENTAL INFORMATION DELIVERY OPTIONS, INSTRUCTIONAL SUPPORT, PROFESSIONAL DEVELOPMENT

14. INSTRUMENTS TO EVALUATE QUALITY Publishers’ Criteria EQuIP Rubrics Achieve OER Rubrics

15. PUTTING THE CCSS INTO PRACTICE: ATTENDING TO THE SHIFTS NWMC 10/11/13

16. The 3 Shifts in CCSSM Focus strongly where the standards focus Coherence: Think across grades and link to major topics within grades Rigor: In major topics, pursue with equal intensity: – Conceptual understanding – Procedural skill and fluency – Application

17. Shift One: Focus strongly where the Standards focus -Move away from "mile wide, inch deep" curricula identified in TIMSS. -Learn from international comparisons. -Teach less, learn more. “Less topic coverage can be associated with higher scores on those topics covered because students have more time to master the content that is taught.” – Ginsburg et al., 2005

18. FOCUS 18 NWMC 10/11/13

19. Shift Two: Coherence Think across grades, and link to major topics within grades Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

20. Progression of Learning Number & Operations Base 10 Number & Operations Fractions Ratios & Proportional Relationships Equations & Expressions

21. Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application The CCSSM require: – Solid conceptual understanding – Procedural skill and fluency – Application of skills in problem solving situations In the major work of the grade, this requires equal intensity in time, activities, and resources in pursuit of all three

22. It starts with Focus The current U.S. curriculum is ‘a mile wide and an inch deep.’ Focus is necessary in order to achieve the rigor set forth in the standards More in-depth mastery of a smaller set of things pays off

23. How do students perceive mathematics? Doing mathematics means following the rules laid down by the teacher. Knowing mathematics means remembering and applying the correct rule when the teacher asks a question. Mathematical truth is determined when the answer is ratified by the teacher. -M athematical Education of Teachers report (2012) NWMC 10/11/13

24. How do students perceive mathematics? Students who have understood the mathematics they have studied will be able to solve any assigned problem in five minutes or less. Ordinary students cannot expect to understand mathematics: they expect simply to memorize it and apply what they have learned mechanically and without understanding. -M athematical Education of Teachers report (2012) NWMC 10/11/13

25. Answer Getting We have structured math so that we value “getting the answer” to a math problem rather than the process and making sense of the math that leads to the answer. http://bookpeeps.org/2012/11/20/te aching-methods-east-vs-west/ “Struggle” and “mistakes” are not typically rewarded in school. For struggling students, mistakes = “I’m stupid.”

26. Reasoning About Mathematics OER resources have to attend to the math in a way that provides opportunities for the learner to make sense of the mathematics. OER resources need to align with the shifts called out in the CCSS for Math. OER resources must present math that builds foundational concepts for future math concepts, ideas and applications—not attending to only skills or individual topics.

27. Understanding Slope

29. ALGEBRA I REVIEW – EQUIP RUBRIC

30. Student Learning Needs

31. Multiple Representations

32. Assessment

33. Publisher’s Criteria

34. Rigor

35. Coherence

36. Mathematical Reasoning

37. 7 th grade: 7.NS.A Apply and extend previous understandings of operations with fractions. NWMC 10/11/13 7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

38. This is a critical area of focus NWMC 10/11/13 “Students extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. By applying these properties, and by viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero), students explain and interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers.

39. 6 th – 8 th Progression Document The Number System NWMC 10/11/13 Showing 5 +(-3) = 2 and -3 + 5 = 2 on the number line

40. NWMC 10/11/13

41. Some New Ways of Doing Business A number line is shown below. The numbers 0 and 1 are marked on the line, as are two other numbers a and b. (This task assumes that the number line is drawn to scale.) Which of the following numbers is negative? Choose all that apply. Explain your reasoning. 1.a−1 2.a−2 3.−b 4.a+b 5.a−b 6.ab+1 NWMC 10/11/13

42. Top Resources for Math Educators Inside Mathematics Video excerpts of mathematics lessons correlated with the practice standards, resources on content standards alignment, and videos of exemplary lessons in both elementary and secondary settings. Inside Mathematics Illustrative Mathematics Guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students experience in a faithful implementation of the Common Core State Standards. Illustrative Mathematics Progressions Documents for the Common Core Math Standards Narrative documents describing the progression of a topic across a number of grade levels. Progressions Documents for the Common Core Math Standards Publishers Criteria Provides criteria for aligned materials to CCSS. Based on the two major evidence-based design principles of the CCSSM, focus and coherence, the document intends to guide the work of publishers and curriculum developers, as well as states and school districts, as they design, evaluate, and select materials or revise existing materials. Publishers Criteria Achieve The Core Guidance and templates on how to begin implementing the shifts, assembled by the nonprofit Student Achievement Partners. Achieve The Core RTI Conference August 21, 2013

43. Common Core State Standards DO NOT DEFINE: –Curriculum –How teachers are to teach DO CREATE: –A huge need for curriculum materials –A huge need for teacher professional development –A huge opportunity for OER materials to meet these needs

44. OER Project Website DIGITALLEARNING.K12.WA.US/OER OER PROJECT WEBSITE

48. CC BY Nooksack Stairs by Barbara Soots NEXT STEPS Grant program for adaptation/implementation of reviewed material iGrants FP660 iGrants FP660 New OER review cycle in January 2014 Applications accepted now! Applications

49. Website: http://digitallearning.k12.wa.us/oerhttp://digitallearning.k12.wa.us/oer Twitter: waOSPI_OER OER Project Email: barbara.soots@k12.wa.usbarbara.soots@k12.wa.us Math Questions: anne.gallagher@k12.wa.usanne.gallagher@k12.wa.us STAY INVOLVED WITH THE OER PROJECT