1. Middle School Mathematics SY 2015-16 & 2016-17

2. Mathematics Review  In the autumn of 2014, a Mathematics Review Committee was formed to make recommendations for updating and aligning our mathematics curriculum.  Committee consists of administrators and teachers from the Puxi and Pudong campuses.  Representing grades 7-12.

3. Mathematics Consultant  Erma Anderson:  Former high school math and physics teacher  Albert Einstein Distinguished Fellow in the U.S. Senate  Christa McAuliffe Fellow for National Foundation for the Improvement of Education  Math/Science Consultant for the Council of Overseas Schools AEROS Project

4. Integrated Math  Students better able to see the connections between algebra, geometry and statistics.  Provides additional opportunities for real-life application of mathematics.  When students learn algebra and geometry together, they are less likely to forget the previous year’s content.  Encourages integrated thinking about math.

5. Depth vs. Memorization What colleges want from their student applicants:  Critical thinking and reasoning skills  The ability to apply knowledge and skills in novel situations.  The ability to communicate mathematical reasoning in speech and in writing.  Being able to carry out a formula or procedure is NOT enough. Students must know when and where they should use it.

6. Growth Mindset vs. Fixed Mindset  Brain plasticity: the brain can grow in response to effort  Growth Mindset: “intelligence” can change over time.  Fixed Mindset: “intelligence” is static  With effort and belief and growth mindset you can get “smarter” in math and other area.  Frustration, cross-brain tasks, and making mistakes leads to learning. Being “pushed” leads to growth.  Forum. Jo Boaler. Ability and Mathematics: the Mindset Revolution That is Reshaping Education. vol. 55, no. 1 (2013)  Mindset: the New Psychology of Success, Carol Dweck (2006)

7. Heterogenous Groups vs. Tracking  Taking advanced mathematics in high school is strongly associated with successful completion of college. (more important than GPA or SES)  Study of “Misplaced students”: saw significant improvement when placed in a track above their presumed ability.  91% successfully completed advanced high track class

8. Heterogenous Groups vs. Tracking  “Low Ability” students saw significant improvement  “Average” students see significant improvement:  “High Ability” students continue to improve at expected levels.  Improvement measured by:  Taking Trigonometry or higher in high school  Iowa Test of Basic Skills  Sequential Mathematics I Regents Examination  Advanced Placement Calculus Examination  High School Mathematics Courses  American Educational Research Journal. Carol Burris et al. Accelerating Mathematics Achievement Using Heterogeneous Grouping. vol. 42, no. 1 (Spring 2006)

9. SY 2015-16  6 th Grade: 6 th Grade Math  All sections  7 th Grade: Accelerated Math  All sections  Both teachers of record  Algebra, Geometry, Statistics blended  8 th Grade:  Pre-Algebra (1 section)  Algebra (multiple sections)  Geometry

10. SY 2016-17  7 th Grade: 7 th  Accelerated Math  8 th Grade:  8 th Grade Math (1 section) Integrated Math I available freshman year  Integrated Math I (all other sections) This allows students to access IB HL/SL Math (Grades 11- 12)

11. Beyond 2016-17  Students will need to complete Integrated Math 2 and Integrated Math 3 in their freshman and sophomore years to take IB Math.

12. 7 th Grade Accelerated Math  How will we support students at different levels of readiness?  Pre-testing  Two teachers of record  Flexible grouping  Differentiation as needed.

13.  Becky Read, Principal: becky.read@saschina.orgbecky.read@saschina.org  Fay Leong, Ed Programs: fay.leong@saschina.orgfay.leong@saschina.org