national perspectives on mathematics practices and pathways

Ohio Student Success Summit: National Perspectives on

Mathematics Practices and Pathways

Ohio Mathematics Initiative April 24, 2015, Columbus, OH

Joan Ferrini-Mundy Assistant Director for Education and Human

Resources National Science Foundation

Directorate for Education and Human Resources Ohio Student Success Summit 2

W H E R E D I S C O V E R I E S B E G I N

Directorate for Education and Human Resources Ohio Student Success Summit

NSF is committed to partnering with you to solve the Nation’s challenges in mathematics education.

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How?


About the National Science Foundation

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• Federal grant-making agency founded in 1950

• Annual budget of about $7 billion

• Abut $1.2 billion spent annually on STEM education

• About 11,000 new grants per year out of ~42,000 proposals

• Organized into seven discipline-based directorates (Education and Human Resources is one of them)

• Merit review of all proposals with two criteria: Intellectual Merit and Broader Impacts


NSF by the numbers

Other than the FY 2015 estimation, numbers shown are based on FY 2014 activities.

billion FY 2015 estimation

funds research, education and related activities

48,100 proposals

11,000 awards funded

1,826 NSF-funded Institutions

320,900 NSF-supported

researchers

214 Nobel Prize winners

All S&E disciplines

funded

Funds research

into STEM education

$7.3

94%


Why does the National Science Foundation invest in STEM education?

Basic scientific research is scientific capital…How do we increase this scientific capital? First, we must have plenty of men and women trained in science, for upon them depends both the creation of new knowledge and its application to practical purposes.

Vannevar Bush Science: The Endless Frontier


Early NSF investments in mathematics curriculum reform

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School Mathematics Study Group Directed by Dr. Edward Begle 1958-1977

A worksheet from Mathematics for the Elementary School: Book 1, Students Text, Unit 52 by the School Mathematics Study Group, 1965.


Early investments in mathematics education research

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EHR is committed to building the STEM workforce of tomorrow and a STEM literate public by

improving STEM learning.


EHR by the numbers

Other than the FY 2015 estimation, numbers shown are based on FY 2014 activities.

million FY 15 estimation

million FY 16 request

funds research, education and related activities

4,049 proposals

701 awards funded

481 EHR-funded Institutions

145,000 EHR-supported

researchers

42 former GRF fellows

received Nobel Prize

All S&E disciplines

funded

Funds research

into STEM education

$866

97%

$963


The changing nature of mathematics

The changing nature of schools and schooling

New opportunities

in mathematics education



“Mathematical sciences curricula need attention. The educational offerings of typical departments in the mathematical sciences have not kept pace with the large and rapid changes in how the mathematical sciences are used in science, engineering, medicine, finance, social science, and society at large.



“This diversification entails a need for new courses, new majors, new programs, and new educational partnerships with those in other disciplines, both inside and outside universities.”



“As more and more areas of science, engineering, medicine, business, and national defense rely on complex computer simulations and the analysis of expanding amounts of data, the mathematical sciences inevitably play a bigger role, because they provide the fundamental language for computational simulation and data analysis.”



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Credit: PBS Source: VeraQuest Reserch December 14-20, 2011



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http://www.lpstrategies.com/political-case-study-october-2011/


Charting the Changes Ohio Demographic Profile June 2011 from the Policy Research and Strategic Planning Office, State Affiliate of the U.S. Census Bureau

The changing nature of schools and schooling: Ohio



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Learning…takes place outside of the classroom

Source: Banks et al. 2006.


NSF-funded work shaping the future of mathematics education

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Improved mathematics teaching and

learning

Modeling and Computation

Data Science

Scaling

High School to College and

Career

Transitions

Equity and Access


Find out what’s in progress:

http://www.nsf.gov/awardsearch/

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Modeling and Computation

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What I Wish I Had Learned in the First Two Years of College Mathematics

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“More data than ever is generated, collected, and used for research in today’s world, thanks to more complex technological systems. This complexity is helping to push math science research forward. And because of this, all different kinds of fields, from neuroscience to national defense to advertising, are looking for employees with statistical and computational expertise who are at home working with messy data….As the global math landscape becomes more data-centric, so should the math curricula and requirements for college students.”

Sabrina Schmidt, Vassar College 2010 CBMS Forum, Reston, VA October 5-7


Transforming Students' Mathematical Experiences: Advancing Quality Teaching with Reliability at Scale 1322844 Anthony Bryk, James Stigler, Nicole Gray, & Alicia Grunow Carnegie Foundation for the Advancement of Teaching http://www.carnegiefoundation.org/in-action/pathways-improvement-communities/

Statway: to teach mathematics skills that are essential for a growing number of occupations and are needed for decision-making under conditions of uncertainty. Quantway: promotes success in community college mathematics and to develop quantitatively literate students.

Cuyahoga and Sinclair Community Colleges participate in the Carnegie Pathways network.


CAREER: Teaching Practices That Support Fraction-Based Algorithmic Thinking 0952661 Debra Johanning University of Toledo

The goal of the research is to identify core mathematical teaching practices that engage and support students in algorithmic thinking associated with fraction operations.


A Simulation-Based Curriculum to Accelerate Math Remediation and Improve Degree Completion for STEM Majors 1501499 Kathleen Offenholley, Ching-Song Wei, Francesco Crocco CUNY Borough of Manhattan Community College

This project is addressing the national problem of mathematics remediation for STEM majors by creating a game- and simulation-based algebra and trigonometry curriculum. The curriculum features three to five video games that place math content within real-world GIS scenarios. The curriculum is used in a summer immersion program for in-coming Geographic Information Science (GIS) majors at the Borough of Manhattan Community College (BMCC).


Data Science

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Source: The World Needs Data Scientists – Infographic (2013) from Business Intelligence


ASSISTments meets inquiry Janice Gobert, Neil Heffernan, Carolina Ruiz, Ryan Baker, & Ryung Kim ACI-1440753, DRL-1252297,DRL-1109483,DRL-1316736 & DRL-1031398 Worcester Polytechnic Institute www.assistments.org

ASSISTments is an online tutoring program that • Gives immediate feedback to teachers, students, school

administrators, and parents • Has flexible content for teachers to use pre-built problem sets, edit

pre-built problem sets, or build their own problem sets • Is a FREE public service of WPI funded by federal and foundation

grants


STEM Literacy through Infographics IIS-1217052 & DRL-0822354, IIS- 1441481 Andee Rubin, Joe Polman, Engida Gebre, Alan Newman, Cindy Graville Smith, Rob Lamb TERC, University of Colorado, University of Missouri-St. Louis, Saint Louis University, and Pattonville High School www.science-infographics.org

How can the collaborative critique and construction of infographics be organized to foster high school students’ science literacy and engagement?


Data are now dynamic, complex and highly structured collections of numbers, pictures, sounds and relationships. The project enables students to use their phones and other devices to collect data about their lives and communities. Further it teaches the computational and statistical practices necessary for them to capture data, discover trends, and share findings.

MOBILIZE: Mobilizing for Innovative Computer Science Teaching and Learning 0962919 Deborah Estrin, Robert Gould, Mark Hansen, Jane Margolis, Athaur Ullah,Jody Priselac UCLA http://www.mobilizingcs.org/


Scaling

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Nationwide

50 States + District of Columbia + 5 Territories

Local School Districts (14,000) Public Universities

and Colleges

K-12 Public Schools (133,000)


K-12 STEM Education: What Accounts for Success?

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Effective instruction:

• capitalizes on students’ early interest and experiences

• identifies and builds on what they know

• provides them with experiences to engage them in the practices of science and sustain their interest.


K-12 STEM Education: What Accounts for Success?

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Effective professional development should • focus on developing teachers’

capabilities and knowledge to teach content and subject matter,

• address teachers’ classroom work and the problems they encounter in their school settings

• provide multiple and sustained opportunities for teacher learning over a substantial time interval.


EHR is committed to bringing successes to scale.

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Ensuring that promising practices, key findings, and accumulated knowledge are used and adapted for influence on

STEM education “at scale”


BCC Ohio Longitudinal Data Archive 1338502 Randall Olsen, Morton O’Kelly, Lung-fei Lee, Joshua Hawley, and Stephane Lavertu The Ohio State University

• Expand the community of users of the Ohio Longitudinal Data Archive (OLDA) as they develop a shared interdisciplinary research platform across multiple universities and local and state agencies

• Establish the legal agreements that facilitate access to the data • Match and integrate multiple forms of data • Improve the technical accessibility and usability of data • Connect with researchers and organizations in other states that are

pursuing similar goals to make cross-state comparisons easier to produce


Using research-based formative assessment to improve mathematics teaching and learning 1316527 Jonathan Supovitz & Janine Remillard University of Pennsylvania http://www.cpre.org/ogap

• Ongoing Assessment Project (OGAP): trains teachers to use single or multiple math items of high cognitive demand to gather information on student thinking and then analyze that information.

• Building on the Vermont Mathematics Initiative Exemplary Teacher Model, this project is studying the effectiveness of professional development on formative assessment in urban public schools, including charter schools.

• Currently being implemented in elementary and middle schools in grades 3-8 in several sites (including Ohio) in three core mathematical ideas: (1) multiplicative reasoning; (2) fractions; and (3) proportionality.


Math Snacks: Addressing gaps in conceptual mathematics; I-Corps: Math Snacks marketplace 0918794; 313564 Karin Wiburg, Theodore Stanford, Barbara Chamberlin, & Jeanne Gleason; Karen Trujillo New Mexico State University mathsnacks.com


High School to College and Career Transitions

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Some concerns regarding mathematics preparation:

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• % of students who arrive at postsecondary education not ready for entry level mathematics: nearly 60%

• % of students who leave STEM and did not take calculus or advanced mathematics in year 1: 33.3%1

• % of students who persist in STEM after taking calculus or advanced mathematics in year 1: 66.6%1

• % of students requiring special tutoring or remedial mathematics work during college 2 :

1 Figures have been rounded. Source: STEM Attrition: College Students’ Paths Into and Out of STEM Fields, Xianglei Chen and Matthew Soldner, Institute for Education Statistics , National Center for Education Statistics, U.S. Department of Education, November 2013.

2The American Freshman: Forty Year Trends, John H. Pryor, Sylvia Hurtado, Victor B. Saenz, Jose Luis Santos, and William S. Korn, Cooperative Institutional Research Institute, University of California, Los Angeles, 2007.

Race African American

American Indian

Asian Hispanic Multiple Races

White

Percent 43.4 29.8 22.0 38.5 29.8 20.0


Mathematics preparation in Ohio

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The Nation’s Report Card: http://www.nationsreportcard.gov/reading_math_2013/#/state-performance

Participation in and Success on AP Exams in the Class of 2013 • 9.3% of graduates leaving

high school having taken a mathematics or computer science AP exam

• 6.1% of graduates leaving high school scoring 3+ a mathematics or computer science AP exam

Mathematics and computer science AP exams: Calculus AB, Calculus BC, Computer Science A, and Statistics


Transition to college mathematics and statistics 1020312 Christian Hirsch Western Michigan University wmich.edu/tcms

• Fourth-year high school mathematics course

• Uses modeling and inquiry-oriented mathematical practices to prepare students for college and careers

• Need to think about what it would take to prepare teachers to teach mathematics for this transition


Mathematics Transitions in STEM Education 1204849 Rodney Null, Mary Ann Hovis, Beth Basista James A. Rhodes State College

This project involves high school, two-year college, business and industry, and 4-year university educator partners in developing a mathematics course for high school seniors with the overarching goal of improving student readiness for technical degree programs. Ongoing activities include intensive math teacher professional development workshops, and seminars and learning communities to insure implementation of the course.


National Center of Excellence in Welding Education and Training (NCWET) 0703018 Monica Pfarr, Kenneth Smith, Kelly Zelesnik, Thomas Annable, Ernest Levert, and Christopher Pollock Lorain County Community College http://www.weld-ed.org/

The National Center for Welding Education and Training (NCWET), also known as WELD-ED, is increasing the number of science and engineering welding technicians to meet workforce demands. The Center furthers comprehensive reform in welding education by providing technologically current educational materials and professional development opportunities to two-year colleges and other educational institutions.


National Center for Manufacturing Education 0703018 Steve Wendel, Bart Aslin, Jack Waintraub, Walter Buchanan Sinclair Community College and other partners http://www.weld-ed.org/

Engineering Math course (EGR 1010) at Wright State (Nate Klingbell) http://cecs.wright.edu/community/engmath Sinclair: EGR 1101: Engineering Math taught by engineering faculty equivalent to the Wright State, EGR 1010: Engineering Math. With success at the 4 yr. and 2 yr. college level well documented, high school students are now beginning to take the course with articulation paths either directly to Sinclair's Engineering University Transfer (EUT) program or to Wright State's Engineering program.


Collaborative Research: Further Development and Testing of the Target Inquiry Model for Middle and High School Science Teacher Professional Development 1118749 Ellen Yezierski and Ann Mackenzie Miami University http://chemistry.muohio.edu/yezierski/targetinquiry.html

Outcomes of the project include documentation and understanding of the impacts on science teachers' instruction and student outcomes of research experiences for teachers when they are supported by materials adaptation and action research, and an understanding of what it takes to scale the model to different science disciplines and a different site. The project is also producing a website of instructional materials for middle and secondary science.


NSF: Increasing college opportunity through improved mathematics success in the first two years

of college

Dear Colleague Letter 15-026 due by May 1, 2015 Funding mechanisms

– Supplemental funding requests for existing awards; – EArly-concept Grants for Exploratory Research (EAGER) – Conferences

• Projects should support the following types of activities: – Design and development work to pilot innovations with high impact

potential for helping students learn the mathematics generally taught in the first two years of both 2-year and 4-year postsecondary institutions

– Conferences in 2015 on using research to improve student success in the mathematics generally taught in the first two years in the first two years of college.

• Contact: [email protected]


Equity and Access

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Opportunity to learn mathematics in high school is varied.

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Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011-12.


Different groups have different access to mathematics in high school

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Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011-12.


Characteristics of successful programs in college calculus 0910240 David Bressoud, Chris Rasmussen, Linda Braddy, Vilma Mesa, Marilyn Carlson, & J. Michael Pearson Mathematical Association of America http://www.maa.org/programs/faculty-and-departments/curriculum-development-resources/characteristics-of-successful-programs-in-college-calculus

Promising practices • improving higher education’s understanding of the demographics

of students who enroll in calculus • key characteristics of calculus classes that influence student

success • Productive struggle • Explicit connections to concepts • Deliberate practice


CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities 1253254 Jessica Hunt University of Texas http://cadrek12.org/projects/career-fraction-activities-and-assessments-conceptual-teaching-faact-students-learning-disa

This research is producing:

(a) a research-based instructional trajectory for students with LD specific to conceptual understandings of fractions as numeric quantities

(b) a set of 90 fraction tasks to be used for instruction and/or formative assessment in fraction concepts

(c) scoring/coding frameworks and checklists for use with key tasks as formative assessments

(d) decision-making frameworks, task sequencing guides, and suggestions to aid teachers in designing individualized, student-centered instruction, all available via the Internet.


Teacher Professional Development for Technology-Enhanced Inquiry to Foster Students' 21st Century Learning 1417983 Kathleen Koenig, Lei Bao, Kathy Wright, Janet Zydney, and Casey Hord University of Cincinnati

The goal of this Exploratory Design and Development Teaching project is to develop and evaluate a module for use in a 7th grade classroom that promotes student development of 21st Century skills with a particular focus on student development of scientific reasoning. The motivation behind this project is that it will directly contribute to the limited research on the interventions that impact teachers' capacity to provide high quality 21st century STEM education to all students, with a specific focus on underrepresented minorities and those with disabilities. The motivation behind this project is that it will directly contribute to the limited research on the interventions that impact teachers' capacity to provide high quality 21st century STEM education to all students, with a specific focus on underrepresented minorities and those with disabilities.

Opportunities for Ohio:

• Teacher education

• Readiness for STEM careers at many levels

• New mathematical competencies in K-12

• Articulation, placement, diagnosis

• Technology in learning mathematics

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Presidential Awards for Excellence in Mathematics Science and Teaching (PAEMST)

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The Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) are the highest honors bestowed by the United States government specifically for K-12

mathematics and science (including computer science) teaching.

More than 4,300 teachers have been recognized for their contributions in the classroom and to their profession since 1983 (up to 108 per year).


NSF projects need collective experience, wisdom, and curiosity of the nation’s

mathematics teachers. Look for ways to be engaged!

57 NCTM 2014


THANKS!

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To:

• Mathematics teachers and educators

• NSF Principal Investigators

• NSF Program Officers

• Reviewers of NSF proposals

Special appreciation to Layne Scherer, Barry Sloane, Taylor Martin, Michael Sullivan, Karen King and Dave Campbell for assistance in the preparation of this talk.


Leading developments in education: Joan Leitzel

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From 1976 to 1979, Joan Leitzel was codirector (with James Schultz) of the NSF-funded project Testing Alternatives in the Mathematics Preparation of Elementary Teachers. As part of this project, they organized three different course sequences for preservice elementary teachers. They concluded that “highly integrated content-methods instruction provided no measurable advantage for students but that coordination of separate courses in content and methods served to improve students’ performance in both.”

http://www.ams.org/notices/201405/rnoti-p524.pdf


Leading developments in education: Arnold Ross

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Dr. Arnold Ross founded an intensive summer experience designed to encourage motivated pre-college students to explore mathematics at Notre Dame University in 1957. Its growth was then spurred by the launch of the Sputnik satellite and the subsequent surge of interest in science education. Arnold Ross’s Program has run every summer since then, moving to Ohio State in 1964. It is currently sponsored by the University in partnership with the Clay Mathematics Institute.

http://u.osu.edu/rossmath/


Leading developments in education: Frank Demana and Bert Waits

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Frank Demana and Bert Waits were well known for assisting in the design of the Texas Instruments family of graphing calculators and promoting the use of handheld technology in mathematics education. They were cofounders of T3: Teachers Teaching with Technology as well as the annual International Conference on Technology in Collegiate Mathematics (ICTCM) and the biannual International Conference on Technology in Mathematics Teaching (ICTMT). They cofounded the technology-enhanced curriculum revision project Calculator and Computer Precalculus (C2PC). Demana and Waits codirected many mathematics education projects funded by the National Science Foundation (NSF). Over the years, they coauthored three high school, college precalculus, and calculus textbook series. http://www.nctm.org/Grants-and-Awards/Supporters/Franklin-D_-Demana-and-Bert-K_-Waits-Biographies/

national perspectives on mathematics practices and pathways

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