Group L3 Action Plans
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Team Name |
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University of Mississippi, Institute for Innovation in Mathematics Education |
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Team Leader |
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Barbara J. Dougherty - bdougher@olemiss.edu |
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Area & Recs |
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Learning Processes 10, 12, 15 |
The focus of the plan submitted by the Institute for Innovation in Mathematics Education, The University of Mississippi, is to improve young children’s mathematical foundations that would lead to more robust and stronger success in mathematics in general, and algebra specifically. Overarching our work is the need for success in mathematics that leads to higher achievement in algebra, which provides the means by which to generalize patterns, interpret data, and develop problem-solving strategies.
Based on research conducted by Dougherty and colleagues in a project based on V. V. Davydov’s work with young children, the first step to this reform in Mississippi focuses on the PreK–2 grade span. In this unique approach to early mathematics, young children are able to develop an understanding of mathematical structures that are generalized across all types of number (including whole, rational, and integral). Using measurement with a focus on continuous quantities without numbers as the basis for developing the mathematics first is a natural way for children to learn—they come to preschool already comparing quantities with discussions such as “Who has more milk? Whose shoes are bigger? Is your cookie bigger than my cookie?” By using what they do naturally, significant mathematics can be developed.
Rationale for early numeracy—
Students from lower income families typically have difficulty with mathematics around grade 3.
Foundation for later mathematical proficiency is developed in the early years.
PreK experiences in mathematics are usually done in an integrated lesson which does not develop the mathematical ideas in depth. The learning is superficial if teachers themselves do not understand the content.
Numeracy appears in many contexts that are not counting based.
Children who have a strong foundation in understanding number are better able to acquire the skills needed to be successful in mathematics.
Mathematics in the grades PreK–2 is taught through a language-based approach that enhances literacy and language skills as well as helps children develop more robust understanding of the mathematical concepts.
What can we offer—
Extensive research in early mathematics based on the work of Davydov in project IMPACT (Investigations in Measurement Promoting Algebraic Conceptual Thinking)
Professional development for grades PreK–2 teachers that teaches the mathematics young children can developmentally acquire
Mathematics curriculum materials that can be implemented in the classroom (materials have been tested for over 7 years with a high success rate for ALL students regardless of ethnicity, gender or socio-economic status)
Extended technical assistance on the implementation of the materials
This represents one small piece of our work, but it is integral in providing a basis for change in our state. It allows us to show a proof of concept with children from Mississippi that are under-represented with regard to strong achievement and to their interest in mathematics. Student artifacts are part of the compelling evidence that will surface from this small-scale evidence study. From there, we will move to a larger-scale study within a public school setting.
Concurrently, our institute is working hand-in-hand with the Mississippi Department of Education (MDE) to provide mathematics education leadership for both lower (K–12) and higher (universities, colleges, and community colleges) education across the state. To accomplish that, our institute provides support to the MDE with regard to the following divisions: Professional Development; Clearinghouse Library; STEM Recruitment and Outreach; Materials Development and Dissemination; Teacher Education; Policy Support; and Research and Inquiry.
Specific Actions for 12 Months
|
Action |
Completion Date |
Responsible Party |
Product or Evidence |
|
Prepare a summary of NMP report and forum for state department, MAMTE, IIME website |
10/10/2008 |
Team |
Document describing the big ideas and recommendations |
|
Draft proposal for Mississippi Department of Education (requested by state superintendent) for subgrant from Kellogg Foundation |
10/15/2008 |
Team |
Proposal document |
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Completion of preliminary requirements by Boys & Girls Club for proof of concept study |
10/25/2008 |
Dougherty |
Sign-off from Boys & Girls Club administration and board on IRB |
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Review of existing curricula for grades PreK and K–2 |
12/31/2008 |
Team |
Matrix of intersection points, and differing areas |
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Professional experiences with project team related to curriculum development and research |
Ongoing through 5/31/2009 |
Team |
Summaries of experiences; curriculum materials; research design for implementation in 2009–10 |
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Preparation for implementation in public school setting(s) (Includes |
Summer 2009 |
Team |
Documentation of Memorandum of Agreements with schools and IRB |
|
Implementation in public school setting(s) |
Fall 2009 |
Team |
Observation protocols, student artifacts, parent, student, and teacher interviews/case studies |
Supporting References
Davydov, V.V. (1975a). Logical and psychological problems of elementary mathematics as an academic subject. In L. P. Steffe, (Ed.), Children’s capacity for learning mathematics. Soviet Studies in the Psychology of Learning and Teaching Mathematics, Vol. VII (pp. 55–107). Chicago: University of Chicago.
Davydov, V.V. (1975b). The psychological characteristics of the “prenumerical” period of mathematics instruction. In L. P. Steffe, (Ed.), Children’s capacity for learning mathematics. Soviet Studies in the Psychology of Learning and Teaching Mathematics, Vol. VII (pp. 109–205). Chicago: University of Chicago.
Davydov, V. V., Gorbov, S., Mukulina, T., Savelyeva, M., & Tabachnikova, N. (1999). Mathematics. Moscow: Moscow Press.
Dougherty, B. J. (2007). Measure up: A quantitative view of early algebra. In J. Kaput, D. W. Carraher, & M. L. Blanton, (Eds.), Algebra in the Early Grades, (pp. 389–412), Mahweh, NJ, Erlbaum.
Dougherty, B. J. & Slovin, H. (2004). Generalized diagrams as a tool for young children’s problem solving. In M. Johnsen-Hoines & A. B. Fugelstad, Proceedings of the 2004 Psychology of Mathematics Education, Volume 2 (pp. 2-295 –2-302). Bergen University College, Bergen, Norway.
Dougherty, B. J., Okazaki, C., & Zenigami, F. (2005). Measure up: Grade 4, Draft materials. University of Hawai‘i, Curriculum Research & Development Group.
Dougherty, B. J., Okazaki, C., & Zenigami, F. (2004). Measure up: Grade 3, Draft materials. University of Hawai‘i, Curriculum Research & Development Group.
Dougherty, B. J., Zenigami, F., Okazaki, C., & Slovin, H. (2004). Measure up: Grade 2, Draft materials. University of Hawai‘i, Curriculum Research & Development Group.
Dougherty, B. J., Okazaki, C., Zenigami, F., & Venenciano, L. (2004). Measure up: Grade 1. Honolulu, HI: University of Hawai‘i, Curriculum Research & Development Group.
Dougherty, B. J. & Venenciano, L. (2007). Measure up for understanding. Teaching Children Mathematics, 13(9), 452–456.
Minskaya, G. I. (1975). Developing the concept of number by means of the relationship of quantities. In L. P. Steffe (Ed.) Children’s capacity for learning mathematics. Soviet Studies in the Psychology of Learning and Teaching Mathematics, Vol. VII (pp. 207–261). Chicago: University of Chicago.
Slovin, H. & Dougherty, B. J. (2004). Children’s conceptual understanding of counting. In M. Johnsen-Hoines & A. B. Fugelstad, Proceedings of the 2004 Psychology of Mathematics Education Volume 4 (pp. 4-209–4-216). Bergen University College, Bergen, Norway.
|
Team Name |
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South Carolina Department of Education |
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Team Leader |
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John Holton - jholton@ed.sc.gov |
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Area & Recs |
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Learning Processes 10, 12, 9 |
1. Overall Process: further develop and institutionalize the grassroots SC Math Advisory Panel as a vehicle for connecting the South Carolina mathematics community—broadly conceived (e.g., higher education, business and community stakeholders, parents, State Board). It is envisioned that this SCMAP will be an organization that continues its existence over time. The SCMAP will be the SC equivalent of the “doing what works” and networking–both intrastate and interstate. (This means that we will have a Web page as a part of the SCMAP to communicate with internal and external audiences.)
2. Revisit the South Carolina Academic Mathematics Standards to ensure rigorous alignment with the National Mathematics Panel report, providing a focused, coherent progression of mathematics learning.
3. Develop our Mathematics Standards Support Document. The goals are to provide a support guide that is aligned with the findings of the NMP and include the elements that will assist teachers in their understanding of the intent of the standards.
4. Dissemination of the plan to South Carolina mathematics community.
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Team Name |
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Maryland Math Team |
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Team Leader |
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Marci Frye - mfrye@msde.state.md.us |
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Area & Recs |
|
Learning Processes 10, 14, 12 |
Maryland district-level mathematics supervisors will be meeting on October 16, 2008 for the Fall Maryland State Department of Education (MSDE) Mathematics Briefing. Part of the agenda of the meeting is a presentation on the teacher work conditions and curriculum, instruction and assessment challenges facing Maryland mathematics educators. This presentation will be delivered by and is based on the work on Dr. Ming Tomayko, Associate Profession of Mathematics, Towson University (Towson, Maryland).
The Presidents of the Maryland Council of Teachers of Mathematics (MCTM) and Maryland Council of Supervisors of Mathematics (MCSM) will make a joint motion to reconvene the Maryland Mathematics Commission (2001) to explore the following topics:
Similar to the recent work of the National Mathematics Advisory Panel (NMAP), the Maryland Mathematics Commission will explore and develop recommendations based on a consensus of the best available evidence for actions which will improve mathematics teaching and learning in Maryland. The proposal will include the recommendation that the Commission present its (updated) findings to the Maryland State Board of Education for its review and consideration.
|
Team Name |
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Calvert County (MD) Public Schools |
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Team Leader |
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Maureen Cassidy - cassidym@calvertnet.k12.md.us
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Area & Recs |
|
Learning Processes 10, 14, 12 |
• Focus: Fractions
• Specific Actions:
– What are the best instructional practices? (No one knows what everyone knows.)
• Providing teachers with the opportunities to access the NMP Report’s finding focusing on the Learning Processes in Chapter 5.
• During staff development and online discussion groups, teachers will collaborate on learning processes to identify best practices that builds student’s conceptual understanding of fractions.
– Backwards map the fraction indicators and assessment limits on the Maryland Voluntary State Curriculum (VSC). Be specific to the VSC indicators and where it is covered.
– Create a scope and sequence of the conceptual understanding that we want students to take away in each subject area
– Give teachers from all levels an opportunity to gain a critical understanding of the use of fractions in higher mathematics
• Issue: Not enough time to cover material conceptually.
– Can we make more time in our curriculum by using pre-assessments? Then, use grouping to meet the student’s individual needs. Can we create more pre-assessments for teachers?
– Can we make more time by putting topics together (for example: 4th Grade: translations are often taught separately from the coordinate grid)
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Team Name |
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Office of the State (DC) Superintendent of Education - A |
|
Team Leader |
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Shanika L. Hope - shanika.hope@dc.gov Gloria L. Benjamin |
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Area & Recs |
|
Learning Processes 10 |
|
Learning Processes – Recommendation #10 |
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Actions |
Objectives |
Resources |
Responsible Person(s) |
|
1 |
|
Hire a Math Specialist |
· To lead the State’s Math Initiatives |
§ Funding |
State Director of Curriculum and Instruction |
|
2 |
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Revisit State Learning Standards for Mathematics |
· Create a OSSE Math Advisory Panel |
§ Expert Reviewers |
State Director of Curriculum and Instruction |
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3 |
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Begin development of a “Voluntary” Math State Curriculum |
· To provide a framework for the LEAs to use in the development of a local curriculum. |
§ Exemplars of other State Voluntary Math Curricula |
State Director of Curriculum and Instruction |
|
4 |
|
Alignment of State Assessment to revised Standards |
· To ensure that the assessments are aligned to the NMP recommendations. |
§ Funding |
State Director of Accountability and Assessment |
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5 |
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Data Analysis |
· To provide targeted technical assistance and support to the LEAs. |
§
DC CAS Data § DC Benchmark Data |
State Director of Accountability and Assessment Academic Improvement Specialist |
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6 |
|
Technical Assistance and Support |
· Development of a Mathematics Institute · Prepare school leaders to use student assessment data results to improve teaching and learning. |
§ Request for Proposal: Professional Development § School Improvement Plans § Needs Assessment |
Academic Improvement Specialist
OSSE Consultants |