Overview of the Presentation
• Greetings and Information from NCTM• FOY 09 - Digging in with Equity• Differentiating Content• Differentiating Process• Q&A
Resources can be found at http://nctmsaku.wikispaces.com/
2008-09 Board of Directors
• Henry (Hank) KepnerPresident
• Francis (Skip) FennellPast President
• James M. Rubillo Executive Director
• Don Balka• John A. Carter• Beatriz S. D’Ambrosio• Margaret (Peg) Smith
• Marshalyn Baker• Vena Long• Jacqueline Goodloe
Smith• Christine Suurtamm
• Frederick L. Dillon• Karen Karp• Jennifer J. Salls• Christine D. Thomas
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NCTM Update: The Big Picture
NCTM Mission Statement
The National Council of Teachers of Mathematics is a public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring equitable mathematics learning of the highest quality for all students.
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NCTM Update: The Big Picture
NCTM Strategic Directions2008-2009
–Curriculum–Equity–Linking Research and
Practice–Professional Growth and
Leadership Development–Advocacy
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Student E-Membership
• For full-time students enrolled in an accredited college or university; proof of eligibility is required– $39 per year includes an online subscription to one
NCTM journal of choice.
Special features of Student Membership include:– 25 journal article downloads– Free admission to NCTM regional conferences– Exclusive scholarship opportunities– Plus “Individual Membership Benefits”
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New & Improved Affiliate Grants
• The Mathematics Education Trust (MET), based on the recommendations of the ASC approved two new Affiliate grants and increased the amount of the Kenneth B. Cummins Grant.
• New! Student Affiliate Grant (up to $1,500)• New! Associate Affiliate Grant (up to $2,000)• Increased support for a Partner Affiliate!
Kenneth B. Cummins Grant (up to $3,000)
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Grant(s) to Affiliates
• Grant deadline: June 1, 2008
• Look for application information each year in January, and for postings on the Web site.
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Equity
• Equity Position Statement• Equity Summit• Iris Carl Annual Equity Address• Equity and Publications
– Online issue of JRME– TCM focus issue
• Equity FOY for 2008-09• Equity theme of 2009 Annual Conference and Exposition• And more!!!
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What do you perceive to be the biggest challenges related to equity in mathematics education?
Opening Discussion
HIGHLIGHTS
•Excellence in mathematics education rests on equity—high expectations, respect, understanding, and strong support for all students.
• Policies, practices, attitudes, and beliefs related to mathematics teaching and learning must be assessed continually to ensure that all students have equal access to the resources with the greatest potential to promote learning.
• A culture of equity maximizes the learning potential of all students.
NCTM Position Paper - Equity
Big Question #1 – What can I do in the mathematics classroom to ensure…
…that I implement the intended curriculum with needed intervention and make certain that every student is successful?
Big Question #2 – What can I do in the mathematics classroom to ensure…
…that I provide each student with access to relevant, rigorous, and meaningful mathematics experiences?
Let’s take a look at…
3x + 2 = 11
When do students first experience the mathematics needed to find the value of x?
Did you Try?
• I’m thinking of number…
• Cups and Counters or Algebra Tiles
• Representations like Table Methods or “Hoops and Arrows”
• Algebraic Algorithms
• Graphing Calculator
Cups and Counters
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Summary of Differentiation
Before you begin to teach a new concept, you have to put a great deal of thought into your audience and their needs.
“Know your stuff, know who you are stuffing, and stuff them elegantly.”
In Conclusion…
• Equity in the Mathematics Classroom is Critical
• Critical thinkers operating outside the box, using the latest technology to identify the needs of students and to capture the interest of the 21st century learner, will win this challenge.
• Resist the path of least resistance. Expect to work hard. Expect to fail as well as to succeed.
• Celebrate radically.
Remember the Daffodil Principle
• 50,000 bulbs,
• one at a time,
• by one woman,
• 2 hands, 2 feet,
• and very little brain.
• Began in 1958