National Math Panel Final report 2008 presented by Stanislaus County Office of Education November 2008

National Math Panel  Panel members represented the best and the brightest in the field of mathematics educators.  Worked together for a period of 20 months under authorization by the President, beginning in 2006 and completing their report in  Based their recommendations on the use of scientifically based research only.  Reviewed 16,000 publications, received public testimony from 110 individuals.

National Math Panel  The Executive summary is summarized over 90 pages and contains 45 main findings and recommendations in all.  The Panel agrees broadly that the “delivery system in mathematics education is broken and must be fixed”.  On the basis of this report and the research, America has genuine opportunities for improvement in mathematics education.

Myths vs. Facts Myth Math success is inherited and based on ability. Some students have it, and some don’t. This is the prevailing myth about the failure in student math performance in America. Fact Math success is built on effort, not ability. We must improve students’ beliefs about their efforts in mathematics. Math success is not inherited.

Myths vs. Facts Myth Children of particular ages cannot learn certain math content because they are “too young” or “not developmentally ready”, or that their brains are “insufficiently developed”. Fact A major research finding is that “what is developmentally appropriate is largely contingent on prior opportunities to learn”.

Myths vs. Facts Myth It is more important to ensure all of the standards are covered; students will get it again next year. Fact Mastery of key topics is more important and plays a major role in building those critical foundations for algebra success. A focused, coherent progression of mathematics learning with emphasis on proficiency of key topics should be the norm for mathematics curricula.

Myths vs. Facts Myth We have an Algebra 1 crisis in our middle grades mathematics classrooms today. Fact We have a Kindergarten – Algebra math instruction crisis in classrooms today.

Key Findings  Students should take a full course of Algebra when they are ready, but not at an agreed upon time or grade.  Our task is to prepare our students to be Proficient in Algebra and not be content with simply placing them into Algebra.

Key Findings  The goal of K – 7 mathematics instruction should be to build “algebraic thinking” and not just “arithmetic thinking”.  Social, affective, and motivational support from teachers is associated with higher math performance for all students, but in particular for African American and Hispanic students.

Mathematical Proficiency

Key Findings  Teachers are the single most important factor in math education. Quality instruction trumps everything else in increasing student math achievement.  Math education is a product of our schools, and not the world. Students learn most of what they know about math at school.  Parents usually don’t have as much influence at home with math achievement as they do in influencing reading success.

Learning Processes  Math knowledge is cumulative from Kindergarten through Algebra.  The structure of mathematics itself requires teaching a sequence of major topics (from whole numbers to fractions, from positive numbers to negative numbers, and from the arithmetic of rational numbers to algebra) and an increasingly complex progression from specific number computations to symbolic computations.  Algebra Proficiency sits on top of 8 years of math instruction, and every year matters.

Instructional Practices  A major goal of K-7 instruction should be proficiency with fractions. (including decimals, percent, and negative fractions)  Proficiency with whole numbers is a necessary precursor for the study of fractions, as are aspects of measurement and geometry.  These three areas (whole numbers, fractions, and measurement and geometry) are called the Critical Foundations of Algebra.

Instructional Practices  Computational proficiency with whole numbers is dependent on a solid understanding of core algebraic concepts, such as the commutative, distributive, and associative properties.  The learning of concepts and algorithms reinforce one another.

Instructional Practices  All encompassing recommendations that instruction should be entirely “student centered” or “teacher centered” are not supported by the research. If such recommendations exist, they should be rescinded. If they are being considered, they should be avoided. High quality research does not support the exclusive use of either approach.

Strategic Math Intervention  The Panel recommends that struggling students receive some explicit mathematics instruction regularly. Some of this time should be dedicated to ensuring that these students possess the foundational skills and conceptual knowledge for understanding the mathematics they are learning at their grade level.  This explicit instruction should include phases of pre-teach, re-teach, and reinforcement.  This finding does not mean that all of a student’s math instruction should be delivered in an explicit fashion.

Learning Processes  Difficulty with fractions is pervasive and a major obstacle to further progress in mathematics, including algebra.  Conceptual understanding of fractions and decimals and the operational procedures for using them are mutually reinforcing.  One key mechanism linking conceptual and procedural knowledge of fractions is the ability to represent fractions on a number line.

Teachers and Teacher Education  Teachers’ content knowledge is critical to the success of student achievement. Teachers cannot teach what they do not know.  Professional development must simultaneously develop teachers to instruct for conceptual understanding, computational fluency, and problem solving skills.

Why Balanced Instruction?  Knowing mathematics, really knowing it, means understanding it. When we memorize rules for moving symbols around on a paper we may be learning something, but we are not learning mathematics. When we memorize names and dates we are not learning history; when we memorize titles of books and authors we are not learning literature. Knowing a subject means getting inside of it and seeing how things work, how things are related to each other, and why they work like they do. Cawelti, 1999

Why Balanced Instruction?  Memorization plays an important role in computation. Calculating mentally or with paper and pencil requires basic number facts committed to memory. However, memorization should follow, not lead, instruction that builds children’s understanding. The emphasis of learning in mathematics must always be on thinking, reasoning, and making sense. Van De Walle, 2004

Why Balanced Instruction?  If students don’t understand the math concepts, then it’s likely that they are going to forget, and the teachers are going to have to go back and review! Hiebert, 2003

Next Steps?  Identify those factors in our control, supported by the National Math Panel research, and with current funding in place.  Take immediate action to implement those factors in our control.