1. Mathematics Textbook Review Committee

2. The State of Mathematics in the State of Massachusetts
NEAP (National Assessment of Educational Progress)
Massachusetts had the highest scores in the Nation for the last three years in math performance for grades 4 and 8
TIMSS (Trends in International Math and Science Study)
Massachusetts outscored all other states in mathematics
Grade 4 Students ranked 4th worldwide
Grade 8 students ranked 6th worldwide
3. AYP Yearly Targets
for 100% Proficiency in 2013
100
95.1
100
90.2
90
92.2
85.4
80.5
84.3
80
ELA
75.6
Composite Performance Index (CPI)
76.5
70.7
70
68.7
60
60.8
Math
ELA
Math
53.0
50
2001 & 02
2003 & 04
2005 & 06
2007 & 08
2009 & 10
2011 & 12
2013 & 14
Ten years ago, only 24 % of the states 10th graders scored proficient or higher on the math MCAS exam.
4. The State of Mathematics in North Middlesex
5. Research on Best Practices in MathematicsNational Mathematics Panel 2008
Elementary and middle school mathematics programs should focus on proficiency with key topics/core concepts. Any approach that continually revisits topics year after year without closure is to be avoided.
A major goal for K-8 mathematics should be conceptual understanding of andproficiency with fractions, decimals, percents and negative fractions, for such proficiency is foundational for algebra.
The curriculum must simultaneously develop conceptual understanding, computational fluency and problem-solving skills
Computational proficiency is dependant on:
automatic recall of addition, subtraction, multiplication and division facts
conceptual understanding of operations and properties of operations
fluency with standard algorithms
6. Research on Best Practices in MathematicsNational Mathematics Panel 2008

A mix of student centered and teacher centered approaches is desired

7. Teachers use of formative assessment , especially whenadditional guidance is provided to teachers to help them individualize instruction improves student learning 8. Technology based drill and practice and tutorials can improve studentautomaticity 9. Calculator use should be limited until students develop automaticity and fluency with basic facts, as well as estimation skills and conceptual understanding 10. Estimation skills should be expanded beyond rounding to multiple strategies for a single problem 11. Struggling students should receive explicit instruction that ensures that they develop foundational skillsand conceptual understanding.This instruction should include opportunities for students to ask and answer questions and think aloud about the decisions they make while solving problems

Gifted students should be offered opportunities for enrichment and acceleration.