Common Core Standards Training – Mathematical Practices

www.corestandards.org

Quotes from the day…

As soon as you tell a child how to solve a problem, you have lost the ability to see how a child thinks.

Problem-based learning is the BEST kind of test prep.

We shouldn’t view frustration with problem-solving as a bad thing. That’s what helps us learn.

“Covering” is not achieving. It’s a synonym for “mile wide & an inch deep.”

“What if we didn’t have a requirement for math – how would we lure students in?” –Jere Confrey

“CCS is not a compromise or consensus, it’s a next step.” --Phil Daro

People are the next step. Can’t take the new stds. and put them in “old boxes” and expect to see changes.

Task ahead is about ways of thinking (mathematical practices). To change students ways of thinking, we must change how we teach!

Got to let the kids do the thinking, talking, & figuring out. That’s how we engage them in math. Give kids a problem and let them struggle a little bit. Learning happens right at the edge of struggle and understanding.

Mathematical Practices

estandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice/

“The value of the common core is only as good as the implementation of the mathematical practices.”

· Mathematical character in children that we want to build.

· Not explicitly stated in stds. because they’re used in all domains

Format

Stds. for Mathematical Practice

Stds. for Mathematical Content

· K-8 by grade level

· Domains that progress across several grade levels (only one across all grades K-8 is Geometry)

· 2-4 focal pts. at each grade level (big ideas)

· High school stds. by conceptual themes

Grade level focus

· Focal pts.

· Critical areas (supporting details of critical areas, which are the “main idea”)

Other CC Resources

· Glossary (Acad. Vocab. common definitions?)

· Operations & Properties Info. Table

Explains types of problems students need to be able to do

· Appendix A

High School Pathways (traditional & integrated math)

Compacted MS courses (p. 80) – philosophy is to compact 3 yrs. Into 2, not 2 into 1

Timeline for CC Math Implementation

2010-11 Teach 2003, Test 2003

2011-12 Teach 2003, Test 2003

2012-13 Teach CCSS, Test CCSS

If we change teachers’ way of thinking through the mathematical practices, the shift in the standards in 2012-13 won’t impact students as much (Hong Kong example – students scored better after only seeing 45% of material, while US scored near bottom after having seen 80% of material – TIMMS test). We need to focus on the Mathematical Practices in PLCs to begin to change teacher practices. Could be focus of a spring ER PD day…focus on mathematical practices. Do problems that we did today and let them reflect on how thinking about teaching and doing math needs to change.

When you’re planning, think about “what task can I give to build understanding, rather than how can I explain clearly so they can understand.” –Grayson Wheatley