1. An Update: National Math Panel United States Department of Education - MSP Regional Conference Miami, Florida Francis (Skip) Fennell, President National Council of Teachers of Mathematics & Professor of Education McDaniel College Westminster, MD January 8, 2008

2. 2 The President’s executive order calls for… The critical skills and skill progressions for students to acquire competence in algebra;The critical skills and skill progressions for students to acquire competence in algebra; The role and design of assessments…The role and design of assessments… The processes by which students learn…The processes by which students learn… Instructional practices that are effective…Instructional practices that are effective… The training, selection, placement, and professional development of teachers…The training, selection, placement, and professional development of teachers… Needs for research in the field…Needs for research in the field…

3. 3 Task Groups & Subcommittees Task Groups Task Groups –Conceptual Knowledge and Skills –Learning –Instructional Practices –Teachers and Teacher Education –Assessment Subcommittees Subcommittees –Instructional Materials –Research Policies and Mechanisms –NORC Survey of Algebra Teachers

4. 4 Conceptual Knowledge & Skills Curriculum coherence PreK-8Curriculum coherence PreK-8 Closure with topicsClosure with topics Major Topics of School AlgebraMajor Topics of School Algebra –Should be the focus of school algebra – however algebra is “sliced/approached.” Proficiency with the Critical FoundationsProficiency with the Critical Foundations –Whole numbers, fractions, selected topics within geometry and measurement. –Benchmarks Access to algebraAccess to algebra Teacher backgroundTeacher background

5. 5 Learning Processes Preschool background;Preschool background; Need for the curriculum to develop conceptual understanding, computational fluency, and problem solving;Need for the curriculum to develop conceptual understanding, computational fluency, and problem solving; Importance of computational proficiency – facts, standard algorithms, and properties;Importance of computational proficiency – facts, standard algorithms, and properties; Fractions;Fractions; Role of student effort;Role of student effort; Diverse learners;Diverse learners; Readiness.Readiness.

6. 6 Teachers & Teacher Education Need for effective teachers;Need for effective teachers; Relationship between teachers’ mathematical knowledge and student achievement – importance of content knowledge;Relationship between teachers’ mathematical knowledge and student achievement – importance of content knowledge; Strengthening teacher education and professional development;Strengthening teacher education and professional development; Mathematics teacher specialists;Mathematics teacher specialists; Salary incentives for recruiting and retaining teachers.Salary incentives for recruiting and retaining teachers.

7. 7 Instructional Practices Recommendations that instruction should be entirely child centered or teacher directed are not supported by research;Recommendations that instruction should be entirely child centered or teacher directed are not supported by research; Cooperative learning – TAI;Cooperative learning – TAI; Formative assessment;Formative assessment; Real world problem solving;Real world problem solving; Explicit instruction with students have mathematics difficulties;Explicit instruction with students have mathematics difficulties; Software;Software; Calculators;Calculators; Mathematically gifted students.Mathematically gifted students.

8. 8 Instructional Materials Books are too long – too much stuff;Books are too long – too much stuff; Need for coherence – states and school districts;Need for coherence – states and school districts; Mathematical accuracy needs to be ensured.Mathematical accuracy needs to be ensured.

9. 9 Assessment NAEP and state tests – represent the Critical Foundations;NAEP and state tests – represent the Critical Foundations; Revise NAEP Content Frameworks;Revise NAEP Content Frameworks; More appropriate balance re: how algebra is defined on NAEP;More appropriate balance re: how algebra is defined on NAEP; Item quality – NAEP and state tests;Item quality – NAEP and state tests; Calculators should not be used on items designed to assess computational facility.Calculators should not be used on items designed to assess computational facility.

10. 10 Research Policies & Mechanisms Methodologically rigorous scientific research in mathematics education is needed;Methodologically rigorous scientific research in mathematics education is needed; Agencies should fund research that involve rigorous research in mathematics education;Agencies should fund research that involve rigorous research in mathematics education; PreK-12 schools should be provided with incentives to become more directly engaged in educational research.PreK-12 schools should be provided with incentives to become more directly engaged in educational research.

11. 11 And the teachers said… Three areas of poorest preparation:Three areas of poorest preparation: –Rational numbers, solving word problems, & study habits. Instructional MaterialsInstructional Materials State Curriculum StandardsState Curriculum Standards State AssessmentsState Assessments Biggest challenge – Unmotivated students.Biggest challenge – Unmotivated students.

12. 12 Potential Implications Conceptual Knowledge and Skills Conceptual Knowledge and Skills –Critical Foundations –Benchmarks –Major Topics in School Algebra Learning – cognitive science perspective Learning – cognitive science perspective Instructional Practices Instructional Practices –Formative Assessment –Real World Problem Solving –Technology Assessment – NAEP Assessment – NAEP Teaching – Content background, Professional Development Teaching – Content background, Professional Development Research Needs Research Needs Funding, National Initiatives…Funding, National Initiatives… Focal Points!!!

13. Questions?

14. 14 f ffennell@mcdaniel.edu

15. 15 Disclaimer The instructional practices and assessments discussed or shown in these presentations are not intended as an endorsement by the U.S. Department of Education.