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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

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