1. An Update: National Council of Teachers of Mathematics United States Department of Education - MSP Regional Conference Washington, D.C. Francis (Skip) Fennell Professor of Education McDaniel College Westminster, MD & Past President, National Council of Teachers of Mathematics January 7, 2009

2. 2 First things first! A strong K–12 mathematics education for all students is important for our nation’s economic stability, future national security, and workforce productivity. Everyone must be mathematically literate and recognize the importance of mathematics learning. NCTM believes that teachers and what they do in the classroom are at the heart of making this vision a reality.

3. 3 The Competition Thing

4. 4 From the Secretary… “We must encourage students to take more advanced math and science classes. Employers today need workers with ‘pocket protector’ skills – creative problem solvers with strong math and science backgrounds.”“We must encourage students to take more advanced math and science classes. Employers today need workers with ‘pocket protector’ skills – creative problem solvers with strong math and science backgrounds.” Nerds Rock!!! Margaret Spellings, June 21, 2007

5. 5 Mathematics for all students NCTM supports programs and practices that encourage the acquisition of high-level mathematics skills by a wide range of overlapping populations: – –children of poverty, – –English language learners, – –urban and rural students, – –students of all races and ethnicities, – –students with learning difficulties, – –students who are female, and – –students who are mathematically gifted.

6. 6 And yet… Important, but NOT for meImportant, but NOT for me –Parents are aware of the importance of math, but remain complacent –Students pay lip service to the importance of higher level math…

7. 7 7 NCTM Strategic Priorities Curriculum Equity Linking Research and Practice Professional Development Advocacy

8. 8 Curriculum and Assessment Increase efforts to focus and align the PreK-8 curriculum to achieve coherence. NCTM supports developing stronger intervention programs and assessments, with an emphasis on the ongoing use of formative assessments. an NMAP recommendation

9. Curriculum

10. 10

11. 11 The Intent To address: Long lists of mathematics learning expectations at the state level with little consistency across states Emphasis on breadth resulting in lack of depth, i.e. “mile wide, inch deep” curricula in mathematics

12. 12 Number of 4 th -Grade Learning Expectations per State by Content Strand Number & Operation GeometryMeasurementAlgebra Data Analysis, Probability & Statistics Total Number of Learning Expectations California 161147543 Texas 15734332 New York 278105656 Florida 311117102089 Ohio 158661348 Michigan 375110356 New Jersey 2110861156 North Carolina 14323426 Georgia 231053445 Virginia 178112341 Reys, et al., 2006

13. 13 The Rationale Identify key mathematical ideas across preK-8 that prepare students for future mathematics, particularly algebra Identify the mathematics that should be the focus of instruction and student learning at each grade level, preK-8

14. 14 Algebra??

15. 15 NCTM Curriculum Principle A curriculum is more than a collection of activities. It must be: coherent focused on important mathematics well articulated across the grades Principles and Standards for School Mathematics, p. 14

16. 16 NCTM Curriculum Principle “…a well-articulated curriculum gives teachers guidance regarding important ideas or major themes, which receive special attention at different points in time. It also gives guidance about the depth of study warranted at particular times and when closure is expected for particular skills or concepts.” Principles and Standards for School Mathematics, p. 16

17. 17 What’s a Focal Point? A major mathematical topic of emphasis for a grade level; More than a single objective, standard, expectation, or indicator; An important link in the chain of building mathematical understanding, preK-8; Not an element of a list of discrete topics to check off as mastered by students.

18. 18

19. 19 Open number lines 56 56 + 27 = 66 768683

21. 21

22. 22 Boxes to multiply… Draw a rectangle to show 46 x 7 = 322 7 406 280 42 46 x 7 = (40 x 7) + (6 x 7) = 280 + 42 = 322 Navigations 3-5, Number and Operations, 2007

23. 23

24. 24 What do we know now? Use status: Over half of the states Most publishers Teacher education programs, textbooks Over 1,200,000 downloads later Curriculum Center Survey results Most popular NCTM publication – sales

25. 25 And… Focus on Grades 3-5 Coming – –Focus on Grades 6-8 – –Focus on Grade: 3 4 5 And more to follow

26. 26 Concerns and Challenges Confusion – Understanding what is meant by a focal point – target, area of emphasis?Confusion – Understanding what is meant by a focal point – target, area of emphasis? What does it mean to focus?What does it mean to focus? Will states and school districts “drop” curricular topics?Will states and school districts “drop” curricular topics? When will the state tests change?When will the state tests change? What about high school?What about high school?

27. 27 NMAP and Curriculum Increase efforts to streamline, focus and align the PreK-8 curriculum to achieve coherence.Increase efforts to streamline, focus and align the PreK-8 curriculum to achieve coherence. ValidationValidation

28. 28 NMAP Conceptual Knowledge & Skills Curriculum focus and coherence PreK-8 Closure with topics Major Topics of School Algebra – –Should be the focus of school algebra – however algebra is “presented.” Proficiency with the Critical Foundations – –Whole numbers, fractions, particular aspects of geometry and measurement. – –Benchmarks Access to algebra Teacher background

29. 29

30. 30 Curriculum High School Mathematics Project Drafts Reviewed Topic Books – Algebra, Geometry, Data Analysis & Probability

31. 31 NCTM’s Goal Guidance for schools and states in the design of curricula and assessment that target the most important topics. Focus for teachers that gives sufficient time for students to understand concepts and develop and apply skills necessary for future mathematics. Clear direction for students and parents on the importance of deep understanding of particular topics at each grade level.

32. 32 Equity Equity Position Statement Equity Summits 2008 and 2009 Iris Carl Annual Equity Address Equity and Publications – –Online issue of JRME – –TCM focus issue Equity FOY for 2008-09 Equity theme of 2009 Annual Conference and Exposition And more!!!

33. 33

34. 34 Linking Research and Practice Director of Research:Director of Research: Dr. Judith Reed Research Analyses, Briefs and Clips at nctm.org/research.aspxResearch Analyses, Briefs and Clips at nctm.org/research.aspx

35. NCTM Research Clips and Briefs Homework Briefs provide the research in more detail…

36. NCTM Research Clips and Briefs Formative Assessment

37. 37 Linking Research and Practice NSF-supported Research Agenda Conference – –Summer 2008 and Follow-Up February 2009 – –Mathematicians, Mathematics Educators, Supervisors, Teachers, Cognitive Psychologists, Policy Makers

38. 38 Professional Development E-learning programs reached 6 continents, 50 states, and 20 different countries 18 e-workshops, with over 700 sites connected 4 NCATE online report compiler training sessions Lesson Study course for teachers of grades 3-8, with participants from 12 states 7 Learn-and-Reflect sessions at NCTM Conferences and Affiliate Conferences To Come: Professional Development Continuum

39. 39 Professional Development On the Web Large-Scale Assessment tool Intervention President’s Messages Position Statements (2008) – –Mentoring – –Early childhood – –Equity – –Technology – –Algebra

40. 40 Advocacy and Outreach Senate STEM Caucus – Ken Krehbiel National Math Advisory Panel Testimony before Congress – re: focus and coherent curriculum; NMAP Report Discussion with Obama transition team Math Now legislation Board meeting with Deputy Secretary Ray Simon U.S. Department of Education – Doing What Works Much more…

41. 41

42. 42 Emerging Issues What algebra? When? Early childhood mathematics education Intervention Elementary Mathematics Specialists Special Needs: ELL and Special Education Urban-specific Needs High School and College articulation

43. 43 What are Intervention Programs? Structured plans for providing instructional activities and materials to support students’ learning Additional instruction on content that has already been introduced in the classroom Intended to boost—not supplant or copy—regular classroom instruction

44. 44 Intervention: Instructional Actions Can occur in a variety of settings: -Whole-class-During school -One-on-one-Before/after school -With a tutor -In summer school Leads to follow-up assessment – –Have the actions been successful?

45. 45 What is Remediation? Actions taken to reverse established patterns of achievement by students who are already struggling or failing and who need intensive, long- term help. Supplemental instruction on content students are expected to have mastered but have not

46. 46 What is Intervention? Plan of action implemented by an instructor on behalf of students who may need extra help or acceleration Students’ difficulties or strengths are in early stages Intervention ideally addresses weaknesses or strengths before they become a problem for the student

47. 47 nctm.org/intervention.aspx

48. 48 NMAP & Learning Processes Preschool background; Need for the curriculum to develop conceptual understanding, computational fluency, and problem solving; Importance of computational proficiency – facts, standard algorithms, and properties; Fractions; Role of student effort; Diverse learners; Readiness.

49. We Need Elementary School Mathematics Specialists NOW! NCTM News Bulletin

50. Questions?

51. 51 f ffennell@mcdaniel.edu