1. Providing All Students with Access to High Quality Mathematics Instruction: The Role of Tasks in Achieving Equity Peg Smith University of Pittsburgh Teachers’ Development Group Leadership Seminar on Mathematics Professional Development February 15, 2007

2. Overview Discuss what it means for a task to promote equity Compare and discuss two tasks Consider features of equitable tasks Analyze a classroom episode and consider the learning opportunities afforded by the task Relate the discussions of equitable tasks to the knowledge needed for teaching

3. Tasks and Equity: What’s the relationship? How can a mathematical task promote or inhibit equity?

4. Comparing Two Mathematical Tasks Fencing Task Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen in which to keep the rabbits. 1. If Ms. Brown's students want their rabbits to have as much room as possible, how long would each of the sides of the pen be? 2. How long would each of the sides of the pen be if they had only 16 feet of fencing? 3. How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else who reads it will understand it. Martha’s Carpeting Task Martha was recarpeting her bedroom which was 15 feet long and 10 feet wide. How many square feet of carpeting will she need to purchase?

5. Comparing Two Mathematical Tasks Think privately about how you would go about solving each task (solve them if you have time) Talk with you neighbor about how you did or could solve the task Martha’s Carpeting The Fencing Task

6. Comparing Two Mathematical Tasks How are Martha’s Carpeting Task and the Fencing Task the same and how are they different?

7. Similarities and Differences Similarities Both require prior knowledge of area Area problems Differences Way in which the area formula is used The need to generalize The amount of thinking and reasoning required The number of ways the problem can be solved The range of ways to enter the problem

8. Characteristics of Tasks That Promote Equity Allow entry to students with a range of skills and abilities Open-ended (Lotan, 2003; Borasi & Fonzi, 2002) High cognitive demand (Stein et. al, 1996; Boaler & Staples, in press) Significant content (i.e., they have the potential to leave behind important residue) (Hiebert et. al, 1997) Multiple ways to show competence (Lotan, 2003) Require justification or explanation ( Boaler & Staples, in press) Make connections between two or more representations (Lesh, Post & Behr, 1988)

9. Cal’s Dinner Card Deals Is CDCD an equitable task? Why or why not?

10. Students at Work on Cal’s Dinner Card Deals To what extent do students appear to have entry into the task? To what extent are students grappling with significant content?

11. Conclusions The narrowness by which success in mathematics class is often judged means that some students will rise to the top whilst others sink to the bottom. When there are many ways to be successful, many more students are successful. Tasks that are multidimensional provide all students with the opportunity to engage in mathematical work. Boaler & Staples, in press

12. Considering the Knowledge Needed for Teaching How do we help teachers become connoisseurs of mathematical tasks that are equitable?

14. Martha’s Carpeting Task Using the Area Formula A = l x w A = 15 x 10 A = 150 square feet

15. Martha’s Carpeting Task Drawing a Picture 10 15

16. The Fencing Task Diagrams on Grid Paper

17. The Fencing Task Using a Table LengthWidthPerimeterArea 1112411 2102420 392427 482432 572435 662436 752435

18. The Fencing Task Graph of Length and Area

20. The Fencing Task Equation and Graph P = 2l + 2w 24 = 2l + 2w 12 = l + w l = 12 - w A = l x w A = l(12 – l) A = 12l – l 2

21. The Fencing Task Equation and Calculus A = 12l – l 2 This is a quadratic equation of a parabola that has a maximum. Finding the derivative of the equation, then setting that derivative equal to zero, will give us the l value for the maximum. A(l) = 12l – l 2 A’(l) = 12 – 2l 12 – 2l = 0 l = 6 If l is 6, then the width is 12 – 6 or 6. Thus, the configuration with the maximum area is 6 x 6.

22. Open-Ended Tasks An open-ended task offers many more opportunities for success for all students than traditional tasks that recognize only one correct solution and one way to achieve it. Borasi & Fonzi, p.20

23. Multidimensional Tasks Different resources and hands-on materials attract more students and entice them to participate, thus opening additional avenues for students to understand the learning task. Lotan, 2003

24. Cal’s Dinner Card Deals Observations Plan B costs $12 even if you don’t have any dinners Each graph has a different symbol Each graph is a line Each graph goes up from the lower left to the upper right Plan A keeps on raising by $8 as you go up The graphs seem to cross at certain places One of the lines crosses zero, the Regular Price, but the other two don't No matter which plan you have, you can get nine dinners for less than $100

25. Ways to Solve (or begin to solve) Cal’s Dinner Card Deals Build a table for the data on the graph and look for a pattern Use the graph itself to find a way to describe what changes and what stays the same for each plan Write an equation from the graph or from the table