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Mathematics AdvisoryCommittee:High School

June 26, 2008

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Mathematics Perspectives

USA IOWA DMPS

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National Perspective

STEMCrisis

NCTMResponse

NationalMathAdvisoryPanel

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Science, Technology,Engineering, Math

Our nation must devote the necessary

resources now to revitalize our precollegeSTEM education system. We cannot waitfor a new Sputnik episode to energize ourpopulation to rise to this challenge wemust recognize the existing crisis and takethe necessary actions.

National Science Foundation, 2006

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Science, Technology,Engineering, Math

By 2010, if current trends continue,

more than 90% of all scientists andengineers in the world will be livingin Asia.

Business Roundtable, 2005

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National Perspective

STEMCrisis

NCTMResponse

NationalMathAdvisoryPanel

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National Perspective

STEMCrisis

NCTMResponse

NationalMathAdvisoryPanel

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Presidents executiveorder calls for

The critical skills & progressions forstudents to acquire competence inalgebraThe role and design of assessmentsEffective, instructional practicesThe training, selection, placement, andprofessional development of teachersThe need for research in the field

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National MathematicsAdvisory PanelConceptual Knowledge and Skills

Critical FoundationsBenchmarksMajor Topics in School Algebra

Instructional PracticesFormative AssessmentReal-world Problem SolvingTechnology

Teaching Content Background, ProfessionalDevelopment

Assessment NAEP revisionsResearch Needs

Funding, National Initiatives

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National MathematicsAdvisory PanelFinal ReportK-8 curriculum must be focused, coherent,and provide closure with topics

Conceptual understanding, proficiency, andproblem solving are equally important andlinked

Critical foundations for algebra includeWhole numbers, fractions, geometry and

measurement.

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National MathematicsAdvisory Panel

Fluency with Whole NumbersGrade 3 : Students should be proficient with the

addition and subtraction of whole numbers.

Grade 5 : Students should be proficient withmultiplication and division of whole numbers.

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National MathematicsAdvisory PanelFluency with FractionsGrade 4 : Students should be able to identify and represent

fractions and decimals, and compare them on a numberline or with other common representations of fractions and

decimals.Grade 5 : Students should be proficient with comparing

fractions and decimals and common percents, and with theaddition and subtraction of fractions and decimals.

Grade 6 : Students should be proficient with multiplicationand division of fractions and decimals and with alloperations involving positive and negative integers.

Grade 7 : Students should be proficient with all operationsinvolving positive and negative fractions and solve

problems of percent, ratio, rate, and proportionality.

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National MathematicsAdvisory Panel

Instructional PracticesCooperative Learning

Formative AssessmentReal-world Problem SolvingExplicit instruction with students who have

mathematics difficultiesTechnology (calculators and software)Mathematically gifted students

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Iowa Perspective

Math/ScienceCollaborative

Every StudentCounts

Iowa CoreCurriculum

http://images.google.com/imgres?imgurl=http://shop.collegefans.com/images/Iowa%2520StateLogo.gif&imgrefurl=http://shop.collegefans.com/main.asp%3Fcategory%3DIowa%2BState&h=119&w=473&sz=12&hl=en&start=8&tbnid=O9NAaFUD1kT5_M:&tbnh=32&tbnw=129&prev=/images%3Fq%3Diowa%2Bstate%2Buniversity%2Blogo%26gbv%3D2%26hl%3Denhttp://www.uni.edu/http://www.iowaccess.org/educate/index.html

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Iowa Perspective

Iowa MathTransitionsCongress

Board of Regents

Science andMathCollaborative

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Every Student Counts

Teaching forUnderstanding

Problem-basedtasks

Distributedpractice

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Iowa Core Curriculum

Units andlessons

K-23-56-8

9-12 (available now)Iowa Model Core videoclips

http://www.iptv.org/

http://www.dmps.k12.ia.us/schoolboard/newendsfornewcentury.htm

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DMPS

New Ends for a New CenturyGraduates demonstrate

knowledge and understandingof a rigorous core curriculum

They demonstrate proficiency inmathematics, including algebraand geometry

http://www.dmps.k12.ia.us/schoolboard/newendsfornewcentury.htmhttp://www.dmps.k12.ia.us/schoolboard/newendsfornewcentury.htmhttp://www.dmps.k12.ia.us/schoolboard/newendsfornewcentury.htmhttp://www.dmps.k12.ia.us/schoolboard/newendsfornewcentury.htmhttp://www.dmps.k12.ia.us/schoolboard/newendsfornewcentury.htmhttp://www.dmps.k12.ia.us/schoolboard/newendsfornewcentury.htmhttp://www.dmps.k12.ia.us/schoolboard/newendsfornewcentury.htmhttp://www.dmps.k12.ia.us/schoolboard/newendsfornewcentury.htmhttp://www.dmps.k12.ia.us/schoolboard/newendsfornewcentury.htmhttp://www.dmps.k12.ia.us/schoolboard/newendsfornewcentury.htm

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DMPS

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What can we control?

Amount of time for math

Type of classroom instructionSkills FluencyProblem solvingConceptual understanding

Mathematics Curriculum

Resources and materials

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Mathematics AdvisoryCommittee:High School