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Mathematics Advisory

Committee:
Elementary Materials

June 30, 2008
Mathematics Perspectives
USA IOWA DMPS
National Perspective
STEM NCTM National
Crisis Response Math
Advisory
Panel
Science, Technology,
Engineering, Math

Our nation must devote the necessary 
resources now to revitalize our precollege 
STEM education system.  We cannot wait 
for a new Sputnik episode to energize our 
population to rise to this challenge – we 
must recognize the existing crisis and take 
the necessary actions.

National Science Foundation, 2006
Science, Technology,
Engineering, Math

By 2010, if current trends continue, 
more than 90% of all scientists and 
engineers in the world will be living 
in Asia.
Business Roundtable, 2005
National Perspective
STEM NCTM National
Crisis Response Math
Advisory
Panel
NCTM

Increase efforts to focus and align the
PreK-8 curriculum to achieve
coherence.

Develop stronger intervention
programs and assessments, with an
emphasis on the ongoing use of
formative assessments.
National Perspective
STEM NCTM National
Crisis Response Math
Advisory
Panel
President’s executive
order calls for…
 The critical skills & progressions for
students to acquire competence in
algebra
 The role and design of assessments
 Effective, instructional practices
 The training, selection, placement, and
professional development of teachers
 The need for research in the field
National Mathematics
Advisory Panel
Conceptual Knowledge and Skills
 Critical Foundations
 Benchmarks
 Major Topics in School Algebra
Instructional Practices
 Formative Assessment
 Real-world Problem Solving
 Technology
Teaching
 Content Background, Professional
Development
Assessment – NAEP revisions
Research Needs
 Funding, National Initiatives
National Mathematics
Advisory Panel
Final Report
K-8 curriculum must be focused, coherent,
and provide closure with topics

Conceptual understanding, proficiency, and
problem solving are equally important and
linked

Critical foundations for algebra include
Whole numbers, fractions, geometry and
measurement.
National Mathematics
Advisory Panel
Fluency with Whole Numbers
Grade 3: Students should be proficient with the
addition and subtraction of whole numbers.

Grade 5: Students should be proficient with
multiplication and division of whole numbers.
National Mathematics
Advisory Panel
Fluency with Fractions
Grade 4: Students should be able to identify and represent
fractions and decimals, and compare them on a number
line 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 the
addition and subtraction of fractions and decimals.
Grade 6: Students should be proficient with multiplication
and division of fractions and decimals and with all
operations involving positive and negative integers.
Grade 7: Students should be proficient with all operations
involving positive and negative fractions and solve
problems of percent, ratio, rate, and proportionality.
National Mathematics
Advisory Panel
Fluency with Geometry and Measurement
Grade 5: Students should be able to solve problems
involving perimeter and area of triangles and all
quadrilaterals having at least one pair of parallel sides
(i.e. trapezoids).
Grade 6: Students should be able to analyze the
properties of 2-D shapes and solve problems involving
perimeter and area, and analyze the properties of 3-D
shapes and solve problems involving surface area and
volume.
Grade 7: Students should understand relationships
involving similar triangles.
National Mathematics
Advisory Panel
Instructional Practices
 Cooperative Learning
 Formative Assessment
 Real-world Problem Solving
 Explicit instruction with students who have
mathematics difficulties
 Technology (calculators and software)
 Mathematically gifted students
Iowa Perspective
Math/Science Every Student Iowa Core
Collaborative Counts Curriculum
Iowa Perspective
 Iowa Math
Transitions
Congress
 Board of
Regents
Science and
Math
Collaborative
Every Student Counts

 Teaching for
Understanding
 Problem-based
tasks
 Distributed
practice
Iowa Core Curriculum
Units and
lessons
 K-2
 3-5
 6-8
Iowa Model Core videoclips
 9-12 (available now) http://www.iptv.org/
DMPS

New Ends for a New Century
Graduates demonstrate
knowledge and understanding
of a rigorous core curriculum

They demonstrate proficiency in
mathematics, including algebra
and geometry
DMPS
What can we control?

Amount of time for math
Type of classroom instruction
Skills Fluency
Problem solving
Conceptual understanding

Mathematics Curriculum
Resources and materials
Mathematics Advisory
Committee:
Elementary Materials