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Are you confused by terms that educators use? The ASCD Lexicon of Learning might be what you need.

 

 

 

Math Initiatives

This section on Math Initiatives will link you to projects around the country that seek to improve mathematics instruction by addressing standards and technology issues.

 

Call for a Coherent Math Curriculum

 

On February 6, 2003, the U.S. Department of Education launched its new Mathematics and Science Initiative, whose goals include to develop a major academic research base of what boosts student learning in mathematics and science, further engage the public, and enhance teacher knowledge.  Papers and Power Point presentations are available at http://www.ed.gov/inits/mathscience/summit.html Of particular interest were presentations by W. Schmidt of Michigan State University, and G. Whitehurst, Director of Institute of Education Sciences:

• Schmidt discussed the need for a coherent mathematics curriculum and pointed out the lack of consistency among U.S. states regarding when and how many concepts are introduced at grade levels in the U.S. Readers will be interested in his Power Point slide #3 which shows a "Coherent Curriculum in A+ Countries" for mathematics (excellent visual listing mathematics curriculum strands and when concepts are introduced) and then slides 4 and 5 regarding the varied introduction of concepts in different states.
• Whitehurst presented research on the effectiveness of practices and policies in mathematics education with respect to tracking, assessment, structured peer feedback, the Math Wars (constructivist approaches to learning mathematics vs. traditional direct instruction), the role of conceptual understanding, effectiveness of constructivist curricula vs. skills-based curricula, and alignment of the components of policy and practice. Readers short on time should at least read his summary, "Putting It all Together." There is an extensive reference list on research in mathematics education, which was used to prepare the presentation.

In A Coherent Curriculum: The Case for Mathematics, William Schmidt, Richard Houang, and Leland Cogan (2002) "define content standards and curricula to be coherent if they are articulated over time as a sequence of topics and performances that are logical and reflect, where appropriate, the sequential and hierarchical nature of the disciplinary content from which the subject matter derives" (p. 9).  In looking at the A+ composite for mathematics by topic and grade, data suggests three tiers (p. 6):

• Grades 1-4 includes emphasis on arithmetic, including common and decimal fractions, rounding, and estimation;
• Grades 5-6 are transitional, with continued emphasis on a few arithmetic topics, but also an introduction to topics such as percentages, negative numbers, integers and their properties, proportional concepts and problems, two-dimensional coordinate geometry, and geometric transformations;
• Grades 7-8 consists of topics such as number theory (including primes and factorization, exponents, roots, radicals, orders of magnitude, and rational numbers and their properties), algebra (including functions and slope), and geometry (including congruence and similarity, and 3-dimensional geometry).
• Continuity across all three tiers is provided by such continuing topics as measurement units (grades 1-7), and equations and formulas (grades 3-8).

 

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Initiatives

Achieve's Preparing Students for Success in High School Math: http://www.achieve.org/node/300.  "To help states work toward the rigorous high school math goals set forth by the American Diploma Project, Achieve has created a set of expectations that comprise the mathematical skills and knowledge that students will need to learn from kindergarten through 8th grade."  The American Diploma Project involves a network of 22 states.  Foundations for Success (Consultation draft), published in 2002, contains math expectations for the end of grade 8, which incorporates fundamentals that students are learning in top-performing countries.  It contains illustrative problems and sample solutions that focus on concepts, which are difficult to teach and need clarification.  The consultation draft of Foundations for Success also notes topics for grades 1-5, and 9-11 in the appendices.

Achieve's American Diploma Project Assessment Consortium has posted practice tests and released test items from the recent end of course exams for Algebra I and Algebra II, respectively.  For more information on having your state join the consortium and participate in the ADP Algebra I or Algebra II End-of-Course Exams, please read the associated fact sheet posted at the ADP Assessment Consortium.

Achieve also has documents to help states, districts, and others to understand and then implement the Common Core State Standards.

California Free Digital Textbook Initiative: http://www.clrn.org/fdti/ You will find a list of open-source books approved for use in California.  There are several publishers.  Among math texts meeting California standards are algebra II, calculus, trigonometry, and geometry.

Common Core State Standards Initiative: http://www.corestandards.org/ As described at the web site, the "Common Core State Standards Initiative is a joint effort by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) in partnership with Achieve, ACT and the College Board. Governors and state commissioners of education from across the country committed to joining a state-led process to develop a common core of state standards in English-language arts and mathematics for grades K-12." These standards are research and evidence-based, internationally benchmarked, aligned with college and work expectations and include rigorous content and skills. Read the full set of standards for K-12 mathematics at http://corestandards.org/the-standards/mathematics, which were released in their final form on June 2, 2010.

Note: Educators might appreciate the Common Core Video Series posted at EngageNY.org.  Although meant for New York educators, this 15-part series will provide valuable insights for all who have adopted the Common Core State Standards.  Educators and administrators will "learn step-by-step how to implement the Common Core for ELA/Literacy and Math in their schools and classrooms. You’ll also gain a deeper understanding of the rationale behind the Common Core and what it will mean for students ..." (EngageNY, Common Core Video Series, August 1, 2011, para. 1).  Also see: Education Northwest Common Core State Standards Mathematics Resources.

The Georgia Partnership for Reform in Science and Mathematics (PRISM): http://www.gaprism.org/  "is an initiative of the University System of Georgia designed to increase science and mathematics achievement for all P-12 students in order to improve their readiness for post-secondary education and careers by enhancing teacher quality, raising expectations for all stakeholders, and closing achievement gaps." Math and science resources are available.

Idaho Math Initiative: http://www.sde.idaho.gov/site/math/math_initiative.htm. The Idaho Department of Education has begun its Math Initiative with the goal "that will focus on improving math education in all grades to ensure every student is prepared for higher levels of math in the middle grades, high school, post-secondary, and work-force setting."  The Idaho Math Initiative will offer professional development for teachers, assessment tools for all grades and research-based intervention programs for students.

IMAGES: Improving Measurement and Geometry in Elementary Schools: http://images.rbs.org/ is an initiative of the Pennsylvania State Team of the Mid-Atlantic Eisenhower Consortium for Mathematics and Science Education at Research for Better Schools.  This web site contains information and resources that are designed to help teachers develop a deeper understanding of geometry and measurement concepts and to assist in designing meaningful instruction for elementary students.

Mathematics Common Core Coalition: http://www.nctm.org/standards/mathcommoncore/ was formed to "ensure the successful communication, interpretation, implementation, and assessment of the Common Core State Standards" (Mission statement section).  There are eight member organizations providing their expertise and advise on issues.

Middle School Mathematics through Applications Project (MMAP): http://mmap.wested.org/ is an technology-rich, standards-based, comprehensive curriculum developed with funding from the NSF. It has been designated "promising" as a mathematics program and as a technology program by the US Department of Education.  Read more about this project-based approach to teaching mathematics and its effectiveness at http://www.ed.gov/pubs/edtechprograms/mmap.html . This curriculum, modified for commercial publication, has been published as Pathways to Algebra and Geometry.  Typically, students solve open-ended design problems.

National Math and Science Initiative: http://www.nationalmathandscience.org/ This initiative is sponsored by ExxonMobile and will begin with two phases: Uteach (http://www.uteach.utexas.edu/) to recruit and prepare more math, science and computer science majors for careers in secondary teaching and Advanced Placement (AP) Strategies (http://www.apstrategies.org/).

National Science Foundation Standards-based Curriculum Projects are located at four centers:

• The K-12 Mathematics Curriculum Center: http://www2.edc.org/mcc/ has summarized 12 NSF-sponsored curricula approaches to standards-based mathematics instruction, updated in an eighth edition in September, 2005 (See Curriculum Summaries).  The 12 curricula are listed below.

• The ARC Center: http://www.comap.com/elementary/projects/arc/ is a collaboration between the Consortium for Mathematics and Its Applications (COMAP) and the three National Science Foundation supported elementary mathematics curriculum projects:

  • Investigations in Number, Data, and Space (K-5): http://investigations.terc.edu/

  • Everyday Mathematics (preK-6): Developed by the University of Chicago School Mathematics project, this curriculum is available from McGraw-Hill: http://everydaymath.com/ 

  • Math Trailblazers (K-5): http://www.kendallhunt.com/program.aspx?id=3722&libID=3743

• The Show-Me Center: http://showmecenter.missouri.edu/ supports standards-based middle grades mathematics curricula, including:

  • Connected Math (6-8) see Michigan State University: http://connectedmath.msu.edu/

  • Math in Context (5-8) see http://info.eb.com/html/print_math_in_context.html

  • MathScape (6-8) see http://www2.edc.org/mathscape/

  • MathThematics (6-8)

• COMPASS (Curricular Options in Mathematics Programs for all Secondary Students): http://www.ithaca.edu/compass/ and its satellite sites provides information and assistance for implementation of five secondary curriculum projects that support NCTM standards:

  • Mathematics: Modeling Our World, Application Reform in Secondary Education (ARISE) (9-12)

  • Contemporary Mathematics in Context, Core-Plus Mathematics Project (CPMP) (9-12): http://www.wmich.edu/cpmp/index.html

  • Interactive Mathematics Program (IMP) (9-12)

  • MATH Connections: A Secondary Mathematics Core Curriculum, MATHConx, LLC (9-11): http://www.its-about-time.com/math/

  • Integrated Mathematics: A Modeling Approach Using Technology: Systemic Initiative for Montana Mathematics and Science Project (SIMMS) (9-12)

Project 2061 is the long-term initiative of the American Association for the Advancement of Science to reform K-12 science, mathematics, and technology education nationwide. School districts will be most interested in the evaluation of middle school mathematics and science textbooks from leading publishers, which is available online.  The analysis is based on project standards and reveals the best texts for learning mathematics.  Read Benchmarks Online and associated research, and Blueprints for Reform, an examination of 12 aspects of a K-12 system.  These aspects are grouped into three parts: Foundation, School Context, and Support Structure.  Join the dialogue.

SIMMS Integrated Mathematics curriculum is a complete NCTM Standards-based mathematics curriculum for all students which incorporates a modeling approach using technology and involves real world contexts.  The SIMMS Project from the University of Montana at Bozeman: http://www.montana.edu/wwwsimms/ has been discussed in NCTM's Mathematics Teacher and ENC's Focus Magazine, and is one of the NSF funded projects.

Success for All Foundation (SFAF): http://www.successforall.net/  SFAF is a comprehensive school restructuring program for elementary schools in reading, writing, mathematics, and social studies.  It's mission is to raise achievement of students in those areas.  The curriculum can be found in about 1800 elementary schools in 48 states.  A middle school pilot project is also underway.

STEMconnector: http://www.stemconnector.org/ is your "one-stop shop for who's doing what in Science, Technology, Engineering, and Math."  It is a "nationwide collaboration of companies, nonprofit associations and professional societies, STEM-related research & policy organizations, and academic institutions concerned about the plight of STEM education in the United States" (About section).  You'll also find state information, STEM projects and competitions, sections devoted to diversity, women/girls, national labs, and much more.

TERC: http://www.terc.edu/index.html is a not-for-profit education research and development organization in Cambridge (MA), whose mission is to improve mathematics, science, and technology teaching and learning.  Work includes "research, curriculum and technology development, and implementation support in the form of professional development and assistance to districts and schools."

University of Massachusetts-Dartmouth's James J. Kaput Center for Research and Innovation in Mathematics Education: http://www.kaputcenter.umassd.edu/ has an ongoing math initiative called SimCalc MathWorlds for TI-graphing calculators, computers, and the TI-Navigator.  The center also researches foundational issues in math education.

 

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References

 

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