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Increased Expectations = Increased AP Scores in AP Calculus AB

Increased Expectations = Increased AP Scores in AP Calculus AB. Rosie Durand Cathy Stone Morton High School Morton IL 61550 Rosie.Durand@morton709.org Cathy.Stone@morton709.org. 2011 Connections Conference March 17, 2011 St. Charles, Illinois. Today’s presentation:. Who Are We?

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Increased Expectations = Increased AP Scores in AP Calculus AB

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  1. Increased Expectations = Increased AP Scores in AP Calculus AB Rosie Durand Cathy Stone Morton High School Morton IL 61550 Rosie.Durand@morton709.orgCathy.Stone@morton709.org 2011 Connections Conference March 17, 2011 St. Charles, Illinois

  2. Today’s presentation: • Who Are We? Professionally and Demographically • A History Lesson What have we done? • Current Events What are we doing now? • Next steps Plans for the future…

  3. Who Are We? Professional Experience: • 7 years Calculus experience, 14 overall • 4 year Calculus experience, 10 overall Morton Demographics: • Located in Central Illinois, suburb of Peoria • Unit School District • Approximately 1000 students • 6% Free and Reduced Lunch

  4. Historically….

  5. Importance of AP Course Audit Course can only be titled “AP” in course description book if school has been approved by The College Board Titling the course AP has improved our ability to hold students to higher expectations • How we do homework • Group work component • Modeling tests after AP tests

  6. Typical Test Questions in 2006

  7. Components of the AP Calculus AB Curriculum Use a multi-representational approach • Graphical • Numerical • Analytic • Written/Verbal

  8. Components of the AP Calculus AB Curriculum Use of graphing calculator to analyze problems • Find zeros • Find intersections • Find numerical derivatives • Calculate definite integrals

  9. Written/Verbal Slope Field Matching Game Get in groups of 2 or 3. Each group will receive an envelope containing three different colored cards. Without writing on the cards, match the slope field, differential equation, and verbal description.

  10. Graphical

  11. Numerical

  12. Analytical

  13. Using a Graphing Calculator

  14. Preparing for the AP Exam • Finish new material in late March • Notebook Project • Groups of three (ideally) • In class portion • Out of class portion • 60% of their fourth quarter grade

  15. Next Steps • Continue to revise curriculum in Algebra 1 – Pre-Calculus to incorporate multi-representational approach • Promote the APPROPRIATE use of graphing calculators in the 9-12 mathematics curriculum • Continue to encourage enrollment • Problems for Student Investigation • Refine, refine, refine

  16. Resources • http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2178.html • AP Multiple Choice Question Collection 1969-1998 • Demos with Positive Impact http://mathdemos.gcsu.edu/mathdemos/sectionmethod/equsqrcross75slab.mov http://mathdemos.gcsu.edu/mathdemos/sectionmethod/sqrtcirccross75slab.mov http://mathdemos.gcsu.edu/mathdemos/sectionmethod/sinetricross75slab.mov

  17. QUESTIONS?

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