Network Connections

Network ConnectionsMath & Science Collaborative

November 5, 2009

WelcomeWelcome• Network Connections as a “Conference

within” the 58th Annual Meeting of PA Council of Teachers of Mathematics

• MSC is pleased to partner with PCTM and to be supporting fees for Thursday participation for all SW PA educators

• “Rivers of Knowledge Meet at the Point” – Exploring the connections between

mathematics and science

Update on Latest in Math and ScienceUpdate on Latest in Math and Science

• International Reports• National Reports• Local Innovation• State Initiatives

PowerPoint will be available on MSC website tomorrow.

Update on Latest: International ReportUpdate on Latest: International ReportU.S. Performance Across International Assessments

of Student Achievement: Special Supplement to The Condition of Education (August 2009)

Summarizes three international studies involving more than a million students in 85 countries:

• Progress in International Reading Literacy Study (PIRLS)

• Program for International Student Assessment (PISA)

• Trends in International Mathematics and Science Study (TIMSS).

• http://nces.ed.gov/programs/coe/2009/analysis/

http://nces.ed.gov/programs/coe/2009/analysis/

Special Supplement to The Condition of Education (August 2009): Findings

• In mathematics, results from the 2007 TIMSS assessment show that U.S. students have improved at both grades 4 and 8 since the first administration of TIMSS in 1995.

• PISA 2006 results suggest that U.S. 15-year-olds:– are not as successful in applying mathematics

knowledge and skills to real-world tasks as their peers in many other developed nations.

– The mathematics average score placed U.S. 15-year-olds in the bottom quarter of participating developed nations, a position unchanged from 2003.


In science, results from TIMSS 2007 assessment show U.S. 4th graders and 8th graders have fallen behind their peers in several countries, even though their average scores in science have not declined since the first administration of TIMSS in 1995.

• Grade 4: among the other 15 countries that participated in the 1995 and 2007 TIMSS, the average science score:– Increased in seven (7) countries– Decreased in five (5) countries.

• At grade 8, the average science score among the other 18 countries participating in both 1995 and 2007: – increased in five (5) countries– Decreased in three (3) countries.


• In science, PISA 2006 results suggest that U.S. 15-year-olds:– average science literacy score of 489 was

well below the OECD average of 500, indicating that they are not as successful in applying science knowledge and skills to real-world tasks as their peers in many other developed nations.

– Students in 16 of the 29 other countries outperformed the US, placing U.S. 15-year-olds in the bottom third of participating developed nations.

Update on Latest: National ReportsUpdate on Latest: National Reports

• June 2009: The Opportunity Equation• July 2009: Preparing the Workers of Today

for the Workforce of Tomorrow• Innovation in Pittsburgh’s Workforce• October 2009: NAEP Mathematics Scores• October 2009: Focus in High School

Mathematics: Reasoning and Sense Making (NCTM)

Opportunity Equation (June 2009)Opportunity Equation (June 2009)• The Opportunity Equation: Transforming

Mathematics and Science Education for Citizenship and the Global Economy

• Commission on Mathematics and Science Education, Institute for Advanced Study, Carnegie Corporation of New York

• Executive Summary is included in the Journal. (pp. 14-18).

• How many familiar with it?

Opportunity Equation (22 Authors)Opportunity Equation (22 Authors)• President, National Academies of Science• President, Carnegie Corporation• CEOS of Several Businesses • Exec of Council of Chief State School Officers • Governor of Rhode Island • Presidents of Universities• Professors of Mathematics • Professors of Engineering & Economics• Deans and Professors of Education• High School Biology Teacher

Opportunity EquationOpportunity Equation• “All young Americans should be educated

to be “STEM-capable” no matter where they live, what educational path they pursue, or in which field they choose to work.”

• “The Opportunity Equation means transforming American education so that our schools provide a high quality mathematics and science education to every student.”

Opportunity EquationOpportunity Equation• “Excellent mathematics and science

learning for all American students will be possible only if we ‘do school differently’ in ways that place math and science more squarely at the center of the education enterprise.”

• “The United States will need to give at least equal weight to driving fundamental change to the nation’s schools and to strengthening the innovation capacity of the education system.”

Opportunity Equation: 4 Priority AreasOpportunity Equation: 4 Priority Areas1. “Higher levels of mathematics and science

learning for all American students.”2. “Common standards in math and science

that are fewer, clearer, and higher, coupled with aligned assessments.”

3. “Improved teaching and professional learning, supported by better school and system management.”

4. “New designs for schools and systems to deliver math and science learning more effectively.”

Opportunity Equation: Mobilization PlanOpportunity Equation: Mobilization PlanA. “The Commission urges national

mobilization to raise awareness and galvanize the nation for change.”

B. “Through strategic partnerships, … organizations are taking action and encouraging broad participation.”

C. “Resources to inform and strengthen this work, along with tools for planning, tracking, and aligning efforts around the country are available on line at www.OpportunityEquation.org “

http://www.opportunityequation.org/

Opportunity Equation: ImplicationsOpportunity Equation: Implications

• Take 1 minute to discuss with a shoulder partner what you think are implications for your work from this report.


• June 2009: The Opportunity Equation• July 2009: Preparing the Workers of

Today for the Workforce of Tomorrow• Innovation in Pittsburgh’s Workforce• October 2009: Focus in High School


• October 2009: NAEP Mathematics Scores

Preparing the Workers of Today for the Workforce of Tomorrow (July 2009)

• Executive Office of the President, Council of Economic Advisors

• Presents:– Projection of potential developments in US

labor market over next 5-10 years.– Skills likely to be most relevant in growing

occupations– Characteristics of a more effective education

and training structure.

• How many familiar with it?

Preparing the Workers of Today for the Workforce of Tomorrow: Projections

• “Healthcare is forecasted to remain a large source of job growth in the labor market.”

• “Decades- long decline in the share of workers that are employed in manufacturing is expected to moderate.”

• “The construction industry is projected to eventually recover and add jobs in the coming decade.”

Preparing the Workers of Today for the Workforce of Tomorrow (Education Needed)

• “Well trained and highly skilled workers will be best positioned to secure high wage jobs.”

• “Occupations requiring higher educational attainment are expected to grow much faster than those with lower… with the fastest growth among occupations that require an associate’s degree or post-secondary vocational award.”

Preparing the Workers of Today for the Workforce of Tomorrow (Attributes Needed)

• “Employers value workers who can think critically and solve problems.”

• “Worker flexibility is key given the dynamic nature of the US labor market and ongoing technological change.”– 2003: 25% workers jobs weren’t listed in Census

Bureau’s Occupational Codes in 1967– Environmental occupations did not exist prior to

2000

• Better prepared for on-going change if workers have strong analytical and interpersonal skills

Preparing the Workers of Today for the Workforce of Tomorrow : Implications: Implications

• Take 2 minutes to discuss with a shoulder partner what you think are implications for your work from this report.

http://www.whitehouse.gov/administration/eop/cea/Jobs-of-the-Future/







Update on Latest: Local innovationUpdate on Latest: Local innovationCarnegie Science Center Excellence

Awards• 17 award categories each year• Announce the awards in January.• Awards celebration in May.– Amazing videos made about the awardees.– Share 10 clips to show innovation in

southwest Pennsylvania showing the powerful intersection of mathematics and science.

Implications of Pittsburgh Workforce Implications of Pittsburgh Workforce InnovationInnovation

• Take 2 minutes to discuss with a shoulder partner what you think are implications for your work from these examples of innovation underway in our region.

Update on Latest: Local innovationUpdate on Latest: Local innovationCarnegie Science Center Excellence Awards• Consider nominating educators for award

categories using the nomination form included in MSC Journal on pp. 78-79.

• Today (November 5th) is the deadline.• Announce the awards in January.• Plan to attend the Awards celebration in

May to learn more about the latest innovation in our region.





NAEP (October2009)

• National Assessment for Educational Progress– 330,000 4th and 8th graders from all 50 states– Every two years: this was given in spring of 2009

• Major findings:http://nationsreportcard.gov.– Progress continues at 8th grade.– 4th grade did not show progress (1st time!).– Racial gaps did not change.– PA did not show gains.

• “NAEP The Basics” by Charlie Wayne (PDE) in PPG Room –(8 to 9 AM– now!)-- Session #12.

http://nationsreportcard.gov/





Focus in High School Mathematics: Reasoning and Sense Making (October2009)

• National Council of Teachers of Mathematics• "A high school mathematics curriculum based

on reasoning and sense making will prepare students for higher learning, career success, and productive citizenship.“

• “A conceptual framework to guide the development of future publications and tools related to 9–12 mathematics curriculum and instruction.”

Focus in High School Mathematics: Reasoning

“Reasoning involves drawing conclusions on the basis of evidence or assumptions.”

• “In addition to formal reasoning or proof, reasoning in mathematics often begins with explorations, conjectures, or false starts.”

• “As students progress through the high school years, they should develop increasingly sophisticated standards for explanations.”

Focus in High School Mathematics: Sense Making

• “Sense making involves developing an understanding of a situation, context, or concept by connecting it with existing knowledge.”

Reasoning and Sense Making:

• “… are closely intertwined and interdependent.”

• “… are the foundations for the processes of mathematics—problem solving, reasoning and proof, connections, communication, and representation (see NCTM [2000]). “

• “… help students develop connections between new learning and their existing knowledge, increasing their likelihood of understanding and retaining the new information.”


“… should be a part of the mathematics classroom every day.”

• “… not as a set of new topics to be taught but as an integral part of the curriculum.”

• “Teachers must judiciously select tasks that require students to figure things out for themselves and ask probing questions.”

• “Both teachers and students should ask and answer such questions as ‘What’s going on here?” and “Why do you think that?’”


“… should be a part of the mathematics classroom every day as they include: ”

• …not only knowing how to carry out procedures, but also understanding:– why they work– how they might be used– how their results should be interpreted

• the ability to formulate, represent, and solve mathematical problems

• the capacity for logical thought and explanation.


“… are integral to the experiences of all students across the high school mathematics curriculum.”

• “…when infused everywhere in the curriculum, they allow students to discover coherence across the domains of mathematics and help them see how new concepts connect with existing knowledge.”

• “Developing strong reasoning habits may yield compensating efficiencies. – reducing need for repetition and re-teaching– streamlining the curriculum.”


“… must be evident in the mathematical experiences of all students.”

• “…high schools can monitor equity by attending to the opportunities for engaging every student in the activities of reasoning and sense making.– Courses (all must include emphasis)– Students demographics (enrollment) – Expectations, beliefs and biases of staff

Focus in High School Mathematics: Reasoning and Sense Making

“Curriculum, instruction, and assessment form a coherent whole to support reasoning and sense making.”

• “Too often, as students progress, they fall victim to differing mathematical expectations.“

• “… build strong partnerships and recognize the benefits of a mathematics curriculum that focuses on reasoning and sense making from prekindergarten through grade 16.”


“Curriculum, instruction, and assessment form a coherent whole to support reasoning and sense making.”

• “Assessments must not counter this focus… instead, … must probe students’ development of mathematical reasoning and sense making.”

• “Formative assessment is key to helping teachers ensure progress in reasoning and sense making i.e.– providing students with learning activities– asking them to explain their thinking– on the basis of feedback from those activities,

adjusting teaching to meet the students’ needs.”


“All stakeholders must work together to ensure that reasoning and sense making are the focus of high school mathematics programs.”

• “… teachers will need long-term professional development and support, including opportunities for reflection on their practice and guidance in improving it.”

• Students and families must understand importance to their futures.

• Policymakers must secure resources.

Reasoning and Sense Making Report: Reasoning and Sense Making Report: Impact on Your WorkImpact on Your Work

• Take 2 minutes to discuss with a shoulder partner what you think are implications for your work from this report.

• http://www.nctm.org/standards/content.aspx?id=23749 ]

There are many sessions in this conference supporting this approach.

To mobilize others, consider attending Session # 38 “Engaging High School Parents as Partners.

http://www.nctm.org/standards/content.aspx?id=23749

http://www.nctm.org/standards/content.aspx?id=23749

State Initiatives: SASPA’s Standards Aligned System (SAS)• New SAS Roll-out at 21st Century Teaching and

Learning Institute– December 7-10, 2009 at Hershey Lodge– Will reveal the new Interactive Website

• Sessions here on contents of SAS– Science: #31- ticketed session in Maple Room– Mathematics• #30 – ticketed session in Ohio Room• #59 - 12 to 1:30PM in PPG Room

Morning TodayMorning Today

• PCTM Program is your guide– Notes presenters and room location of sessions –Map on back

• 20 other sessions began at 8 AM• From 9:15 to noon:–A-J Ticketed sessions– #29- #38 (p.25-28)• Typical 3 hour Network Connections sessions• Space still available in most, go to location and

you will be admitted if there is room.–Additional 15 shorter sessions

Lunch and Resource FairLunch and Resource Fair

Resource Fair is available from 8 AM to 5 PM.– In Ballrooms A and B and in hallway– List of organizations on page 63–Commercial vendors in addition to

non-profits!

6 Additional Sessions featured from 12 to 1 PM.

Lunch is available for purchase in hotel restaurants and from sandwich carts.

Afternoon Today Afternoon Today

• Keynote – Eric Jolly -- 1 to 2 PM (here)– President, Science Museum of Minnesota– Article in the Journal, “Trilogy for Student Success”

• Interact will begin at 2 PM in Junior Ballroom – Team Folders will be on team tables including:• Interact forms• Signature sheets and data confirmation• Parent Handbook order forms

– Turn in to Coordinator before leaving to receive Parent High School Handbook (1 per district)

Feedback for FutureFeedback for Future• Evaluation– Complete Front & Overview (now!)– Enter session # for rest of morning so feedback can be

related to appropriate session.– Make notes for reporting to your team. – Provide feedback to us – turn in before leaving!

• Network Connections will return to the Carnegie Science Center in February. RSVP is in Journal.

• Math & Science Collaborative Journal – Extra copies available at registration desk

• Questions?

Southwest PennsylvaniaNetwork Connections

ACHIEVINGSTUDENTS

Documents

Network Connections