1. Draft Content Standards for High School Mathematics
State Board of Education June 19, 2009
Colleen Mileham, Michelle Hooper, & Paul Hibbard
Office of Educational Improvement and Innovation
Oregon Department of Education

2. High School Math Standards
Algebra
Statistics
Geometry
Oregon’s HS math standards include three subject areas.

3. Advanced Mathematics Knowledge & Skills
Provide students more learning options (advanced coursework)
Assist teachers in designing differentiated instruction
In addition to the standards, the content & assessment panel created advanced k&s statements to…

4. High School Standards Advanced Knowledge & Skills
Contain:
facts (definitions & formulas)
procedures (algorithms)
concepts (how math is connected as a whole)
Both the standards and the advanced k&s contain important components for helping students understand math.

5. Facts and Procedures
Facts, such as definitions and formulae, and procedures or algorithms, are one aspect of mathematics.

6. Facts and Procedures
Example from Oregon Standards:
H.1A.1 Compare, order, and locate real numbers on a number line
Paul will provide detail here.

7. Conceptual Understanding
To be a versatile problem solvers in mathematics, students must understand concepts, and see mathematics as a connected whole.

8. Conceptual Understanding
Example from Oregon Standards:
H.2A.6 Analyze how changing the parameters transforms the graph of
f (x) = m x + b
Paul will provide detail here.

9. Mathematical Process Expectations
Instructional programs Pre-K through 12th grade should help all students to develop a conceptual depth of knowledge of the content standards
Intentional instructional strategies & contexts are required to achieve this.

10. Mathematical Process Expectations
The Actions of Doing Mathematics
Problem Solving
Reasoning & Proof
Communication
Connections
Representation
(Reflection)
-National Council of Teachers of Mathematics (NCTM)
NCTM developed these “process standards”

11. Mathematical Processes
Representing
Reflecting
Reasoning and
Proving
Connecting
Communicating
Problem Solving
Reasoning and Proving
Reflecting
Communicating
Representing
NCTM processes
These processes form the primary gear of the metaphor. The interconnected processes of Representing, Reflecting, Reasoning and Proving, and Connecting make up disk of the gear. Communicating and Problem Solving are closely linked to each of the other 5 processes.
It is essential that our students are capable of communicating their mathematics therefore it is essential that they are given opportunities to practice. Communicating is integral in each of the other processes.
Problem Solving is the driver of all mathematics. The solution of rich mathematics questions requires the application of skills and understanding of concepts and incorporates some or all of the mathematical processes.
Connecting
Problem Solving

12. Mathematical Proficiency
Representing
Reflecting
Reasoning and Proving
Selecting Tools and
Computational Strategies
Connecting
Communicating
Problem Solving
As the gears mesh, the three components come together to build our model.
Interacting with the mathematics through the mathematical processes provides students the opportunity to connect facts and procedures to conceptual understanding. For example, the volume of all right prisms, including cylinders, is found by multiplying the area of the base by the height. Students extend this conceptual understanding of the volume of a right prism to develop the procedure for finding the volume of pyramids by interacting with some of the mathematical processes. The 3 gears are clearly connected and working together to enhance students overall understanding and ability to do mathematics.
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13. Implementation & Communications Strategy
Our next steps:
Moving Math Education Forward summer workshops (Sisters, LaGrande, Ashland, Eugene, & McMinnville)
Monthly webinars (beginning fall 2009)
Standards “connections’ and other guidance documents (by winter 2009)
Teachers will receive guidance & assistance through these implementation plans. Will utilize TOSAs, other math org. partners to help create these items.

14. Why these standards?
Are they the right ones?