This presentation provides an overview of NMRSD's math needs and math program.

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 state’s 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 and proficiency 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

7. Teachers’ use of formative assessment , especially when additional guidance is provided to teachers to help them individualize instruction improves student learning

8. Technology based drill and practice and tutorials can improve student automaticity

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

12. Problem solving, reasoning, connections, communication, and conceptual understanding are all developed simultaneously along with procedural fluency.

13. Students should have frequent opportunities to formulate, grapple with, and solve complex problemsthat require a significant amount of effort. They should then be encouraged to reflect on their thinking. Problem solving is an integral part of all mathematics learning.

14. Being able to reason is essential to understanding mathematics. By developing ideas, exploring phenomena, justifying results, and using mathematical conjectures in all content areas and at all grade levels, students should recognize and expect that mathematics makes sense.

16. Students should become proficient at using mental math shortcuts, performing basic computations mentally, and generating reasonable estimates for situations involving size, distance, and magnitude.

17. Algebraic concepts and skills should be a focus across the pre-K–12 curriculum.

18. Geometry is a natural place for the development of students’ reasoning and justification skills

19. Students should have experience in formulating questions, designing simple surveys and experiments, gathering and representing data, and analyzing and interpreting these data in a variety of ways.

20. Basic ideas of probability form the underpinnings of statistical inference.

22. Massachusetts DESE Curriculum Frameworks Guiding Principles To achieve mathematical understanding, students should be actively engaged in doing meaningful mathematics, discussing mathematical ideas, and applying mathematics in interesting, thought provoking situations. Mathematical problem solving is the hallmark of an effective mathematics program. Technology enhances the mathematics curriculum in many ways. Tools such as measuring instruments, manipulatives(such as base ten blocks and fraction pieces), scientific and graphing calculators, and computers with appropriate software, if properly used, contribute to a rich learning environment for developing and applying mathematical concepts. Assessment of student learning in mathematics should take many forms to inform instruction and learning.

23. Massachusetts DESE Curriculum Frameworks Strands Number Sense and Operations Patterns, Relations and Algebra Geometry Measurement Data Analysis, Statistics and Probability

24. Learning Standards for Grades PreK–K Number Sense and Operations Understand patterns, relations, and functions Represent and analyze mathematical situations and structures using algebraic symbols Use mathematical models to represent and understand quantitative relationships Analyze change in various contexts Massachusetts Frameworks

26. Connections are made to previous and subsequent learning standards.

27. Students have access to exemplars that represent mastery of the standards.

28. Students havedescriptorsof what constitutes a high quality product.

29. All components of the lesson contribute to the learning objectives.

30. The majority of the lesson involves students actively engaged in mathematics rather than passively receiving instruction about mathematics.

31. Multiple grouping strategies are used to achieve the lesson objectives.

33. Is a textbook the solution? The teacher provides the greatest impact The teacher provides the greatest impact on students.

35. Provide mathematical explanation that is student friendly

36. Connect present math to future math courses and understandings

37. Give feedback on unique solutions

38. Assessing the quality of the textbook examplesMathematical Knowledge that Teachers Need In Addition To Content Knowledge

40. Investigations in Number, Data and Space (K-5)

41. EnVision (K-6)

42. Math in Focus (K-5)

44. Prentice Hall Mathematics (6-8)

46. Attend a presentation given by the publisher representatives highlighting the features of the series.

47. Use a rubric based on research based best practices to evaluate the series.

48. Visit schools using the series to observe classes and interview teachers and administrators.

49. Review development of one concept (fractions) through all levels.

50. Review research on effectiveness of the series.

51. Present findings to entire committee

52. Based on committee recommendations one or two textbooks will be piloted in the 2010-2011 school year.

53. Ongoing evaluations of the strengths and weaknesses of each series will be monitored throughout the pilot year by teachers and administrators who are using the pilot materials

55. Administrivia Presentations will be scheduled for Wednesday afternoons whenever possible. Everyone is invited to all presentations, but those reviewing each series should plan to attend the presentation that is specific to the series that they are responsible to review . Everyday Math Presentation – December 16 - 3:30 – High School ILC School visits will be scheduled for Wednesdays whenever possible. Committee members reviewing each series should plan to attend the school visit that is specific to the series that they are reviewing. Textbook samples are located in central office. Please view sample materials at central office. If it is necessary to review the materials at a different location (i.e., over a weekend), please make sure to sign the materials out and return them promptly. Math program evaluation rubric will be available online or in hard copy

56. QUESTIONS?