California Mathematics Council Central Section Conference March 14, 2014 Happy Pi Day!

1. Access, Equity, and the Standards for Mathematical PracticeKyndall BrownExecutive DirectorCalifornia Mathematics Project California Mathematics Council Central Section Conference March 14, 2014 Happy Pi Day!

2. Personal Background • Compton High School • Manual Arts High School • Nimitz Middle School • Westchester High School • LA-SI Resource Teacher • Co-Director, Director UCLA Mathematics Project, Faculty Advisor, Teacher Education Program Center X, GSE&IS • Executive Director, California Mathematics Project

3. Overview of Presentation • Equity in Mathematics Education • The Achievement/Opportunity Gap • Student Experiences in Mathematics • Culturally Relevant and Responsive Education • Access, Equity, and the Standards for Mathematical Practice

4. NCTM Principles and Standards for School Mathematics (2000)Equity Principle • Excellence in mathematics education requires equity-high expectations and strong support for all students • Equity requires high expectations and worthwhile opportunities for all • Equity requires accommodating differences to help everyone learn mathematics • Equity requires resources and support for all classrooms and students

5. NCSM PRIME Leadership Framework (2008) Equity Principle • Every teacher addresses gaps in mathematics achievement expectations for all student populations • Every teacher provides each student access to relevant and meaningful mathematics experiences • Every teacher works interdependently in a collaborative learning community to erase inequities in student learning

6. High Level Cognitively Demanding Tasks(Silver, Stein, Smith, et al, 2000) • Require complex and non-algorithmic thinking • Require students to explore and understand the nature of mathematical concepts, processes, or relationships • Demand self-monitoring or self-regulation of one’s own cognitive processes • Require students to access relevant knowledge and experiences and make appropriate use of them in working through the task

7. High Level Cognitively Demanding Tasks (Silver, Stein, Smith, et al, 2000) • Require students to analyze the task and actively examine task constraints that may limit possible solution strategies and solutions • Require significant cognitive effort and may involve some level of anxiety for the student due to the unpredictable nature of the solution process required

8. Economically Disadvantaged Not Economically Disadvantaged California MathPercentages of Economically Disadvantaged & Not Economically Disadvantaged Students Scoring at Proficient and Above, 2010

9. IDEA Educational Opportunity Report 2007 • Class Size • Enrollment in Advanced Mathematics Courses • Shortage of Qualified Mathematics Teachers

14. Pedagogy of Poverty The teaching acts that constitute the core functions of urban teaching are (Haberman, 1991): *giving information *asking questions *giving directions *making assignments *monitoring seatwork *reviewing assignments *giving tests

15. Pedagogy of Poverty The teaching acts that constitute the core functions of urban teaching are (Haberman, 1991): *reviewing tests *assigning homework *reviewing homework *settling disputes *punishing noncompliance *marking papers *giving grades

16. Student Experiences •I got a math problem wrong and a teacher made fun of me and all of my classmates laughed and talked about me for the rest of the year (7thgrade student) •I didn’t understand something, but most of the class did, so when I asked the teacher to explain more of it she couldn’t because the class was ready to move on, so I failed (7th grade student) •I don’t like a math teacher who just gives you work and says “just do the worksheet.” I don’t like a math teacher when you ask for help he says look in the book (8th grade student)

17. Student Experiences NAEP-African-American students in grade eight reported that their teachers were less likely to emphasize reasoning and non-routine problem solving Strutchens and Silver-Fifty-eight percent of African-American eighth grade students agreed that mathematics is mostly memorizing facts Strutchens and Silver-African-American students were more likely to have teachers who reported no use of calculators in mathematics class and to have teachers who reported not allowing calculator use on assessments

18. Martin (2004) defines Racialized Forms of Experience As experiences where race and the meanings for race emerge as highly salient in structuring (a) the way that mathematical experiences and opportunities to learn unfold and are interpreted (b) the manner in which mathematics literacy and competency are framed, including who is perceived to be literate, and who is not (p. 32).

19. Problem of the Day It costs $1.50 each way to ride the bus between home and work. A weekly pass is $16. Which is the better deal, paying the daily fare or buying the weekly pass?

20. Problem of the Day What assumptions guided your solution process? What assumptions might students bring to this problem?

21. Problem of the Night • District Wide Mathematics Assessment • Large Numbers of African-American students responded “strangely”

22. Culturally Relevant and Responsive Teaching (Gay, 2000) A very different pedagogical paradigm is needed to improve the performance of underachieving students from various ethnic groups-one that teaches to and through their personal and cultural strengths, their intellectual capabilities, and their proven accomplishments. Culturally responsive teaching is that kind of paradigm.

23. Culturally Relevant and Responsive Education • Empowering students to achieve scholastically without abandoning their culture • Using cultural referents as aspects of the curriculum • Developing relationships with students

24. Characteristics of Culturally Relevant and Responsive Teaching in Mathematics (Jones, 2004)

25. Classroom Atmospheres that Provide Equitable Learning Environments for All Students(Jones, 2004)

26. Motivational Frameworkfor Culturally Responsive Teaching by Wlodkowski & Ginsberg

27. Warm Demanders (Delpit,2012) • Academic Press • Content is made clear • High Expectations • Students held accountable for performance • Students provided assistance needed to achieve

28. Warm Demanders (Delpit,2012) • Social Support • Strong social relationships • Trust • Confidence • Psychological safety • Risk taking • Admit errors • Ask for help • Experience failure

30. CaCCSS-M Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them 2. Reason Abstractly and Quantitatively 3. Construct Viable Arguments and Critique the Reasoning of Others 4. Model With Mathematics 5. Use Appropriate Tools Strategically

31. CaCCSS-M Standards for Mathematical Practice 6. Attend to Precision. 7. Look for and Make Use of Structure. 8. Look for and Express Regularity in Repeated Reasoning.

32. NCTM Process Standards • Problem Solving • Reasoning and Proof • Communication • Connections • Representation

33. ARC Center, Lexington Massachusetts • Average scores of African-American students using NCTM standards-based curriculum were significantly higher than average scores of African-American students using traditional curriculum on state mandated assessments

34. Philadelphia Public Schools • Students using an NCTM Standards-Based curriculum consistently outperformed those who were taught using a non-standards-based curriculum

35. Pittsburgh Public Schools • African-American and White students at schools that had a strong implementation of NCTM Standards-Based curriculum out performed their peers at schools that had a weak implementation of NCTM Standards-Based curriculum on the New Standards Mathematics exam. • There was no significant difference between the performance of African-American and White students at strong implementation schools

36. Questions and Answers

37. Kyndall Brown Executive Director, California Mathematics Project kyndallb@math.ucla.edu (310) 794-9885 www.cmpso.org https://www.facebook.com/pages/California-Mathematics-Project/204271326276885