Developing Mathematical Proficiency- Conceptual understanding provides representations that can serve as a source of adaptive reasoning - Solution strategies require procedural fluency

Mathematics Assessment Project

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Mathematics Improvement Network

© 2017 Mathematics Assessment Resource Service, University of Nottingham May be reproduced, unmodified, for non-commercial purposes under the Creative Commons license detailed at

http://creativecommons.org/licenses/by-nc-sa/4.0/ - all other rights reserved

Developing Mathematical Proficiency The potential of different types of tasks for student

learning

Workshop Outline

•  The Five Strands of Mathematical Proficiency –  Conceptual Understanding –  Procedural Fluency –  Strategic Competence –  Adaptive Reasoning –  Productive Disposition

•  Introducing the Tasks •  Working on the Tasks •  Feedback on the Tasks •  Reflection

The Five Strands of Mathematical

Proficiency

Five Strands of Mathematical Proficiency

•  Conceptual Understanding

•  Procedural Fluency •  Strategic Competence •  Adaptive Reasoning •  Productive Disposition

1174 THE STRANDS OF MATHEMATICAL PROFICIENCY

Box 4-1

Intertwined Strands of Proficiency

Conceptual Understanding

StrategicCompetence

ProductiveDisposition

ProceduralFluency

AdaptiveReasoning

work has some similarities with the one used in recent mathematics assess-ments by the National Assessment of Educational Progress (NAEP), whichfeatures three mathematical abilities (conceptual understanding, proceduralknowledge, and problem solving) and includes additional specifications forreasoning, connections, and communication.2 The strands also echo compo-nents of mathematics learning that have been identified in materials forteachers. At the same time, research and theory in cognitive science providegeneral support for the ideas contributing to these five strands. Fundamen-tal in that work has been the central role of mental representations. Howlearners represent and connect pieces of knowledge is a key factor in whetherthey will understand it deeply and can use it in problem solving. Cognitive

Copyright © National Academy of Sciences. All rights reserved.

Kilpatrick, Swafford, & Findell. (2001) – Adding It Up (p.116)

Developing the Five Strands Conceptual Understanding

•  Enables students to connect ideas to what they already know •  Supports retention and prevents common errors

Procedural Fluency

•  Learning procedures can strengthen and develop mathematical understanding, while understanding makes it easier to learn skills

Strategic Competence

To come up with answer to a problem, students must: •  follow a solution method and adapt as necessary •  understand the quantities in the problem and their relationships •  represent the relationships mathematically •  have the mathematical skills required to solve the problem

Adaptive Reasoning

As students reason about a problem they can: •  build their understanding •  carry out the needed computations •  apply their knowledge •  explain their reasoning to others

Productive Disposition

Requires frequent opportunities to: •  make sense of mathematics •  recognize the benefits of perseverance •  experience the rewards of sense making in mathematics



“Conceptual understanding frequently results in students having less to learn because they can see the deeper similarities between superficially unrelated situations. Their understanding has been encapsulated into compact clusters of interrelated facts and principles.”

Kilpatrick, Swafford, & Findell. (2001) – Adding It Up (p.120)

Levels of Conceptual Understanding

!

1 Factual Knowledge:

remember and recall factual information

2 Comprehension:

demonstrate understanding of ideas and concepts

3 Application:

apply comprehension to unfamiliar situations

4 Analysis:

break down concepts into parts

5 Synthesis:

transform and combine ideas to create something

new

6 Evaluation: think critically

about and defend a position

Adapted from: https://mathequality.wordpress.com/2012/06/25/nrcs-five-strands-of-mathematical-proficiency/

Procedural Fluency

Procedural Fluency

“Business and political leaders are asking schools to ensure that students leave high school 'college and career ready,' possessing 21st Century competencies that will prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. Using mathematics effectively to solve real-world problems is a critical component of those competencies, and, consequently, is a strong emphasis in the Common Core State Standards for Mathematics and other high-quality standards. Developing procedural fluency is a critical part of instruction to ensure that students are adequately prepared for their futures.”

NCTM President Diane Briars (2014) Students Need Procedural Fluency in Mathematics

Procedural Fluency

The ability to apply appropriate procedures: •  Accurately - reliably producing the correct

answer •  Efficiently – carrying out procedures easily,

keeping track of sub-problems, and making use of intermediate results to solve a problem

•  Flexibly - knowing more than one approach, choosing an appropriate strategy, and using one method to solve and another method to double-check

Briars (2016) NCSM Supporting Teachers in Building Procedural Fluency from Conceptual Understanding


When faced with a mathematical problem students who are strategically competent have the ability to: Formulate •  Identify accessible questions •  Make simplifying assumptions •  Identify significant variables and generate relationships between

them

Represent •  Represent the situation mathematically, selecting appropriate

mathematical concepts and procedures

Solve •  Monitor progress in a solution approach, changing direction as

needed •  Interpret and evaluate results in the context of the problem •  Explain why a conclusion does or doesn’t make sense


Students as Active Problem Solvers

Reproduced from https://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Mathematics%20Framework%20.pdf

Relationship Between the Strands

•  Strategic Competence -  Provides a context for developing conceptual

understanding -  Depends on conceptual understanding and procedural

fluency

•  Procedural Fluency -  Develops as strategic competence is used to select

procedures

•  Conceptual Understanding -  Develops as new skills are acquired through increased

competence at devising strategies for solving problems

Adaptive Reasoning

Adaptive Reasoning

“One hallmark of mathematical understanding is the ability

to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes

from.”

(Common Core Standards, page 4)

Relating the Strands

•  Adaptive reasoning interacts with the other mathematical proficiency strands

-  Conceptual understanding provides representations that can serve as a source of adaptive reasoning

-  Solution strategies require procedural fluency and adaptive reasoning is used to determine the appropriateness of procedures

-  Strategic competence is used to monitor progress toward a solution and and to generate alternative plans as necessary



•  A productive disposition develops with the other strands, helping each of them to develop.

•  Students’ disposition toward mathematics is a major factor in determining their educational success.

•  Students who have developed a productive disposition are confident in their knowledge and ability.

Introducing the Tasks

Task A: Percent Change Game Use these 12 numbers to fill in the gaps below.

10, 20, 25, 35, 40, 50, 60, 70, 75, 80, 90, 100

$____ increased by ____% = $____

$____ increased by ____% = $____

$____ decreased by ____% = $____

$____ decreased by ____% = $____

You score a point for each number used only once – and in a correct expression. (Maximum score: 12 points)

Adapted from http://www.foster77.co.uk/Percentage%20Change%20TASK%20SHEET.pdf

Task B: Describing and Defining a Square

Four equal sides

Two pairs of parallel sides

Two equal diagonals

Diagonals meet at right angles

4 lines of symmetry

Four right angles

Rotational symmetry of order 4

Which pairs of statements define a square? Which pairs do not?

A lesson called ‘Describing and Defining Quadrilaterals’ based on this task, can be found on the Mathematics Assessment Project website (http://map.mathshell.org/)

Task C: Always, Sometimes or Never True?

If you add the same number to the top and bottom of a

fraction, the fraction increases in value.

If you divide the top and bottom of a fraction by the same number, the fraction

gets smaller in value.

If you divide 12 by a number, the answer will be less than

12.

If you multiply 12 by a number, the answer will be

greater than 12.

Prices increased by 20%. They then decreased by

20%. There was no overall change

in prices.

Jill got a pay rise of 3%. James got a pay rise of 2%. Jill therefore got the greater

pay rise.

Task D: Schoolteachers and Dentists

There are about 320 million people in the US. •  About how many school

teachers are there?

Estimate some other facts and check them out.

•  About how many dentists are there?

Adapted from http://www.bowlandmaths.org.uk/pd/pd_01.html

Working on the Tasks

Working on the Tasks

•  On your own, have a go at the task. •  Discuss in your groups which of the five strands

of mathematical proficiency you think your task could support, and how.

•  Consider ways in which the task might be modified to address the other strands that it doesn’t currently support.

•  Elect someone in your group to be the spokesperson for presenting your ideas to the rest of the group.

Feedback on the Tasks


10, 20, 25, 35, 40, 50, 60, 70, 75, 80, 90, 100

$____ increased by ____% = $____

$____ increased by ____% = $____

$____ decreased by ____% = $____

$____ decreased by ____% = $____




10, 20, 25, 35, 40, 50, 60, 70, 75, 80, 90, 100

$____ increased by ____% = $____

$____ increased by ____% = $____

$____ decreased by ____% = $____

$____ decreased by ____% = $____



Études

Études are especially written to practice particular technical skills, but are still beautiful pieces of music in their own right.


Four equal sides


Two equal diagonals


4 lines of symmetry

Four right angles





Four equal sides


Two equal diagonals


4 lines of symmetry

Four right angles










12.


greater than 12.



in prices.


pay rise.







12.


greater than 12.



in prices.


pay rise.



teachers are there?






teachers are there?




Developing Mathematical Proficiency

Developing Mathematical Proficiency - Handouts Page 3

Version: 9 September 2016 CD

Handout 2: Task A

Percent Change

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6K-23I!&$7-!-#7,I!(&!4/88!/$!(,-!M#

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!!

;<=+><=+>?=+@?=+A<=+?<=+B<=+C<=+C?

=+D<=+E<=+;<<+

!!

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YYYYY!

!!

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!!

XYYYYY!%-72-#3-%!K:!YYYYYZ![

!XYYYYY!

!!

XYYYYY!%-72-#3-%!K:!YYYYYZ![

!XYYYYY!

!

\3!(,-2-!6&2-!(,#$!&$-!3&8'(/&$]!\4!3&I!,&

L!6#$:!3&8'(/&$3!#2-!(,-2-]!!

!!!!!!!!!!!!!!!

!!!!

>%#H(-%!42&6!,((H*TTLLL;4&3(-2GG;7&;'=T9-

27-$(#M-Z<UB,#$M-Z<U+>1^Z

<U1"JJ+;H%4

Developing Mathematical Proficiency - Handouts Page 4 Version: 9 September 2016 CD

Handout 3: Task B

Describing and Defining a Square !!!!!!!!!!!!!!!!!!!!!!_,/7,!!"#$%!&4!3(#(-6-$(3!&'(#)'!#!3P'#2-]!_,/7,!%&!$&(]!!!!!!!!!!!!!!!!

!>!8-33&$!7#88-%!`D-372/K/$M!#$%!D-4/$/$M!a'#%2/8#(-2#83R!K#3-%!&$!(,/3!(#3=I!7#$!K-!4&'$%!&$!(,-!5#(,-6#(/73!>33-336-$(!92&Q-7(!L-K3/(-!b,((H*TT6#H;6#(,3,-88;&2MTc

.&'2!-P'#8!3/%-3!

+L&!H#/23!&4!H#2#88-8!3/%-3!

+L&!-P'#8!%/#M&$#83!

F&(#(/&$#8!3:66-(2:!&4!&2%-2!A!

.&'2!2/M,(!#$M8-3!

.&'2!8/$-3!&4!3:66-(2:!

D/#M&$#83!6--(!#(!2/M,(!#$M8-3!


Handout 4: Task C

Always, Sometimes or Never True?

"-2-!/3!#!7&88-7(/&$!&4!6#(,-6#(/7#8!3(#(-6-$(3!&2!7&$Q-7('2-3*!!

!!

B&$3/%-2!-#7,!3(#(-6-$(!/$!('2$!#$%!%-7/%-!L,-(,-2!/(!/3!#8L#:3I!3&6-(/6-3!&2!$-0-2!(2'-;!!

• \4!/(!/3!#8L#:3!(2'-I!3,&L!3&6-!-N#6H8-3I!#$%!(,-$!(2:!(&!H2&0/%-!#$!-NH8#$#(/&$!#3!(&!L,:!/(!/3!#8L#:3!(2'-;!!

• \4!/(!/3!$-0-2!(2'-I!-NH8#/$!L,:;!• \4!/(!/3!3&6-(/6-3!(2'-I!M/0-!-N#6H8-3!#$%!%-4/$-!H2-7/3-8:!L,-$!/(!/3!(2'-!#$%!

L,-$!/(!/3!$&(!(2'-;!!!


Handout 5: Task D

Schoolteachers and Dentists +,-2-!#2-!#K&'(!?<U!6/88/&$!H-&H8-!/$!(,-!W1;!!!!• >K&'(!,&L!6#$:!37,&&8!!(-#7,-23!#2-!(,-2-]!

!!!!!!!!!!!!!!!!!!!

J3(/6#(-!3&6-!&(,-2!4#7(3!#$%!7,-7=!(,-6!&'(;!!!!!!!!!!!

!>%#H(-%!42&6!,((H*TTLLL;K&L8#$%6#(,3;&2M;'=TH%TH%YU);,(68!

• >K&'(!,&L!6#$:!%-$(/3(3!#2-!(,-2-]!

Reflection

Reflection

•  Think about tasks that are already in use (either by you or well known tasks) and categorize them under the five strands of mathematical proficiency.

•  Which of the five strands of mathematical

proficiency do students currently have the most opportunity to develop in your classroom?

•  How do you plan to include a balance of the mathematical proficiency strands in your curriculum over the coming weeks.

Mathematics Assessment Project

© Shell Centre, University of Nottingham May be reproduced, unmodified, for non-commercial purposes under the Creative Commons license detailed at

http://creativecommons.org/licenses/by-nc-nd/3.0/ - all other rights reserved

Mathematics Improvement Network

© 2017 Mathematics Assessment Resource Service, University of Nottingham May be reproduced, unmodified, for non-commercial purposes under the Creative Commons license detailed at

http://creativecommons.org/licenses/by-nc-sa/4.0/ - all other rights reserved

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Developing Mathematical Proficiency- Conceptual understanding provides representations that can serve as a source of adaptive reasoning - Solution strategies require procedural fluency