Presentation on theme: "Kathy Cox State Superintendent of Schools Raising the Bar in Mathematics for All Georgia Students: Information for Educators."— Presentation transcript:
Kathy Cox State Superintendent of Schools Raising the Bar in Mathematics for All Georgia Students: Information for Educators
Why do we need to improve math in Georgia? How were the new math standards created? What’s so different about the new high school math? Where do I go for more information? Georgia Performance Standards Mathematics
Georgia’s Student Achievement in Math Percent Passing CRCT (5 th & 8 th ) or E-GHSGT (11 th )
Percent of SAT Test Takers w/ 4 years of Math NATION: 62 percent GEORGIA: 69 percent Score for SAT Test Takers w/ 4 years of Math NATION: 529 on math portion GEORGIA: 500 on math portion What kind of Math are they taking? Georgia’s Student Achievement in Math
Course Work NATIONGEORGIA Algebra517495 Geometry519498 Trigonometry553520 Precalculus571557 Calculus608584 Other Math Courses 510487 Computer Math 539479 AP/Honors Courses 599585 Georgia’s Student Achievement in Math
TOP 5 SCORES Finland: 544 South Korea: 542 Netherlands: 538 Japan: 534 Canada: 533 INTERNATIONAL AVERAGE: 500 UNITED STATES Average Score: 483 24 th out of 30 countries Well below International Average International Student Achievement in Math Program for International Student Assessment (Mathematics)
Created by teachers, subject experts, college and university academics and the community Georgia’s Response The Georgia Performance Standards Mathematics Curriculum
How was the curriculum created? Partnerships & Collaboration University System of Georgia Georgia Department of Technical and Adult Education Governor’s Office of Workforce Development Regional Education Services Agencies Georgia Council of Teachers of Mathematics Georgia Public Broadcasting
How was the curriculum created? Aligned with National Organizations, including: National Council of Teachers of Mathematics- NCTM Focal Points College Board American Statistical Association Achieve
How is the curriculum different? Comparison of the Sheer Number of Standards Expected to Be Learned in a Year GradesOld (QCC) New (GPS) 6th Grade5318 7th Grade4315 8th Grade4518
Lean Rigorous Coherent Balance of concepts, skills and problem solving Student focused How is it different?
K-8 Mathematics K-2: Four strands: number and operations, measurement, geometry, and data analysis 3-5: Algebra strand is added 6-8: In-depth treatment of algebra and geometry begins in grade 6; traditional first-year algebra and much of the traditional geometry course completed by the end of grade 8.
Content and process standards What students should know and be able to do Problem solving, reasoning, communicating, connecting and representing Tasks Exemplify the performance expected of students Defines the academic rigor of the standards Student work Relates to a strand or topic rather than a single standard, embodying many concepts Commentary Guides students in comparing and judging the quality of their own work
How is GPS different? Implications for the Classroom Students actively engaged in mathematics Explaining their thinking Justifying their work Using multiple representations Making connections Choosing appropriate technology Click here to view a Standards-based classroom Click here to view a Standards-based classroom
High School Course Chart MathematicsAccelerated Mathematics Mathematics 1 Accelerated Math 1 Mathematics 2 Accelerated Math 2 Mathematics 3 Mathematics 4 Accelerated Math 3 Options for 4 th math: Discrete Mathematics AP Statistics Advanced Placement Calculus AB Advanced Placement Calculus BC
Georgia Performance Standards Mathematics---Mathematics 1 NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to stress the natural connections that exist among mathematical topics. Performance Standards: Curriculum Map 1 st Semester2 nd Semester Unit 1Unit 2Unit 3Unit 4Unit 5Unit 6 Function Families Algebra Investigations Geometry Gallery The Chance of Winning Algebra in Context Coordinate Geometry 4weeks5 weeks7 weeks6 weeks 4 weeks All units will include skills to maintain and the Process Standards
A new graduation rule will be in effect for incoming freshmen in 2008. GPS mathematics courses will replace QCC courses for students under the new rule. QCC math courses will still be available for students who enrolled in high school prior to 2008 under the old graduation rule.
During the transition from the old graduation rule to the new rule (2008-2009 through 2011- 2012), both QCC courses and GPS courses will be available to students, depending on their prerequisite skills and previous coursework. Starting in 2008, only those incoming freshmen who previously passed Algebra or Geometry in the middle school will be eligible to continue in QCC courses. All other freshmen will take GPS math courses.
After 2007-2008, the Algebra I course (QCC standards) will not be taught at the middle school since it will be phased out as part of the new graduation rule.
Accelerated GPS courses will replace QCC courses at the middle school. Advanced/Accelerated, Gifted, Advanced Placement (AP) and International Baccalaureate (IB) courses will continue to be available based on the decisions of the local school district.
For freshmen in 2008, student transcripts will include the names of the new GPS math courses Information about the new Georgia courses will be shared with colleges and universities Textbook companies are aware of the new curriculum - new books are being selected
Where Can I Go For More Information About GPS? www.GeorgiaStandards.org
GaDOE.org Mathematics webpage Philosophy of curriculum “What’s New, What’s Coming?” Information and support for educators and parents GeorgiaStandards.org Concept maps Frameworks Parent letters Videos Webcasts
Reflections “Teachers in Sumter County and across the state are beginning to ‘think outside the box’ and use ordinary, everyday items and events to teach extraordinary lessons in mathematics. Once the teachers make the connections, students tend to enjoy mathematics and overcome their fear of the subject.” --Gayla Braziel, Sumter County “The summer academy was great. It caused me to reflect on my own pedagogy and I realized the things that I need to be mindful of in teaching. I also left with many ideas and activities that I can use with my students. --Alphonese Wilson, Dougherty County (participant in 6 th Grade GPS Training)
Reflections “The students who succeed at [Georgia] Tech are able to do quick, accurate algebraic computation. They should have experience in solving mathematical problems that require multiple steps and integration of a variety of topics. They should also be given problems of such difficulty that even the brightest students may take hours or days to solve them. This cannot occur when new topics are introduced at a rapid rate and coverage of material is the primary emphasis.” --Faculty members of Georgia Tech’s School of Mathematics
A Teacher’s Reflection on the Georgia Performance Standards for Mathematics