The Importance of Technology in Mathematics

1. The Importance of Technology in Mathematics

2. Annika Moore Mathematics Consultant Office of Curriculum, Instruction and Assessment Professional Development Team

3. Ohio’s New Learning Standards

4. Common Instructional Shifts 1 Build a deep understanding in the disciplines and effectively apply content knowledge and skills

5. Common Instructional Shifts 2 Craft responses based on evidence to demonstrate understanding, explain, and or justify a position

6. Common Instructional Shifts 3 Use technology appropriately, strategically and ethically in academic and real-world settings

7. The Shifts in the Standards for Mathematics Focus Coherence Rigor

8. The Shifts Focus Standards significantly narrow the scope of content allowing for a deeper approach

9. Focus Key ideas, understandings and skills for each grade or course. Deep learning, which means applying concepts and skills within the same grade or course. Completion of concepts for understanding and application

10. The Shifts Coherence • Connections within and across grades • Build new understandings onto foundations from previous years

11. Progressions in Mathematics Illustrative Mathematics http://www.illustrativemathematics.org/ Institute for Mathematics and Education http://math.arizona.edu/~ime/progressions/ ODE Math website http://education.ohio.gov/math

12. The Shifts Rigor Balance Conceptual understanding Procedural fluency Application

13. The Mathematical Shifts Focus Coherence Rigor

14. New Learning Standards forMathematics Mathematical Content Mathematical Practices

15. Standards for Mathematical Practice • Make sense of Problems and Persevere in Solving Them • Reason Abstractly and Quantitatively • Construct Viable Arguments and Critique the Reasoning of Others • Model with Mathematics

16. Standards for Mathematical Practice • Use Appropriate Tools Strategically • Attend to Precision • Look for and Make Use of Structure • Look for and Express Regularity in Repeated Reasoning

17. Learning Standards . . . are a description of the skills and understandings we want students to have. Content and Practices

18. Curriculum . . . is a sequence of learningexperiences designed to achieve the skills and understandings described in the Learning Standards. Content and Practices

19. 2013 - 2014 Full Implementation of the New Learning Standards

20. What Needs To Be Done Translate standards into curriculum. Implement curriculum in the classroom.

21. Curriculum . . . is a sequence of learningexperiences designed to achieve the skills and understandings described in the Learning Standards. Content and Practices

22. Mathematical Content Curriculum units target a set of grade level standards to the full depth of the Standards for Teaching and Learning

23. Mathematical Practices Practices are intentionally woven into the mathematical content. Practices are identified in each unit design.

24. What Does a High Quality Mathematics Unit-DesignLook Like?

25. Ohio’s Quality Review Rubric Interactive tool available on ODE website under: “Mathematics” “Resources”

26. Ohio’s Quality Review Rubric Initially created by Massachusetts, New York, and Rhode Island “EQuIP Rubric” Collaboration across many states

27. Ohio’s Quality Review Rubric Ohio’s Educational Leadership Cadre ELC 2012 Adapted the tool to Ohio and decided on non-negotiables (**)

28. Ohio’s Quality Review Rubric Network of Regional Leaders NRL 2013 Working with teachers in using the Quality Review Rubric

29. Ohio’s Quality Review Rubric for Lessons/Units: K-12 Mathematics

30. Ohio’s Quality Review Rubric ** Non-negotiable content Not in any particular order Adapt to grade level A tool to use in a collaborativeenvironment

31. Ohio’s Quality Review Rubric The tool can be used for: Review of already existing lessons/units Design of a new lesson/unit Design of a lesson/unit around a specific task

32. Ohio’s Quality Review Rubric Four Dimensions • Alignment to the Depth of the Standards • Key Shifts in the Standards • Instructional Support • Assessment

33. Dimension I You can write directly in the document.

34. Dimension II

35. Dimension IV

36. Dimension III

37. Dimension III Instructional Supports

38. Dimension III ** Engage students in a productive struggle through relevant, thought-provoking questions, problems and tasks that stimulate interest and elicit mathematical thinking.

39. Support and Stretch Provides appropriate level and type of differentiation, intervention and support for a broad range of learners.

40. Support and Stretch • Supports diverse cultural and linguistic backgrounds, interests and styles • Provides extra supports for students working below grade level • Provides extensions for students with high interest or working above grade level.

41. Support and Stretch

42. Dimension III ** Includes clear and sufficient guidance to support teaching and learning of the targeted standards including, when appropriate, the use of technology and media.

43. Use of Technology

44. Use of Technology ? Appropriate to the task or assignment Non-routine problems Enhance the unit Productive struggle Thought provoking Elicit mathematical thinking Supports the teaching of the set of standards

45. What Do You Currently Do in Your Classroom?

46. Levels of Cognitive Demand

47. What Needs To Be Done 1. Translate standards into curriculum.

48. What Needs To Be Done 2. Implement curriculum in the classroom.

49. “We must give students the tools they will need in order to use, understand, and even make mathematics that does not yet exist.” Cuoco, Goldenberg, & Mark (1996)

50. Contact Information BRIAN BICKLEYMath Consultant(P) 614-644-6814brian.bickley@education.ohio.gov ANN CARLSONMath Consultant (P) 614-644-5887ann.carlson@education.ohio.gov ANNIKA MOOREMath Consultant(P) 614-728-2373annika.moore@education.ohio.gov YELENA PALAYEVAMath Consultant (P) 614-387-7561yelena.palayeva@education.ohio.gov