Let’s Investigate!

1. Let’s Investigate! Building a Community that Supports Mathematical Understanding

2. This is NOT the Math I Remember! • 1983 – “A Nation at Risk” and “Educating Americans for the 21st Century” were published. • 1984 – Results from the SIMS show that the U.S. scored 14th out of 20 countries for grade 8. • 1988 – NAEP Test shows that students are competent in computation but not in problem solving. • 1989 – “Curriculum and Evaluation Standards” are published by NCTM and a new vision is defined for what mathematics should be taught. • 1990 – “Reshaping School Mathematics” suggests ways to restructure math education for the 21st century. • 1995 – Results from the TIMSS show U. S. students performing steadily worse against students in other countries as they get older. • 2000 – NCTM’s Principals and Standards for School Mathematics is published. • 2012– State of Texas adopts new TEKS aligned with the beliefs in the NCTM Principals & Standards document and aligned with a more problem based approach to instruction. • Fall 2012 – Lewisville ISD begins implementation of a new mathematics curriculum grounded in a more problem based approach to instruction and aligned with the new State TEKS

3. TAKS vs. STAAR

4. “Mastering challenging mathematics is not just a classroom skill – it’s a life skill!” From A Family’s Guide: Fostering Your Child’s Success in School Mathematics. National Council of Teachers of Mathematics (2004) According to the National Commission on Mathematics and Science for the Twenty-first Century, 60% of all new jobs in the 21st century will require skills that are possessed by only 20% of the current population.

5. District Implementation Plan

6. What Should I Expect?ABC’s of Investigations Mathematical Content Aligned with Standards Big Mathematical Ideas Centralized Focus The Role of the Student Active (hands-on, minds-on) Beyond basic (from “how to” to “go to”) Communicative (writing, reading, speaking, and listening)

7. What Should I Expect?ABC’s of Investigations The Role of the Teacher Active (hands-on, minds-on) Beyond “disseminator” (reponsible, reponsive, reflective) Child-oriented (“kid-watcher”, “kid-listener”) Assessment Authentic (meaningful, relevant) Beyond basic (conceptual, procedural) Constant (embedded, multiple)

8. What Should I Expect?ABC’s of Investigations Organization/Structure Arranged in units (“big ideas”, integrated skills, investigative, flexible time frames) Build on research (teacher-tested, student-tested) Clear, Cohesive, Cumulative

9. Discover the Power *** Insert Station Activities for Parents to Explore. These stations should ideally be student led with teacher facilitators there to ask questions/probe for deeper understanding as parents play the games with their students and to answer questions as they arise. ***One station I would highly recommend would be a Gallery Walk of Student Work. Some samples should be from the stations that students and parents have been involved with.

10. Discover the Power • Suggested Tasks to display and include in stations • Kindergarten – Unit 1: Counting Jar Books, Unit 2: Inventory Bags, Ordering Names • First Grade – Unit 1 - Counting 20, How Many Pencils? How Many Cupcakes, How Many Cookies and Eight Fruits, Unit 2: Different Ways to Fill a Shape, What is a Triangle? • Second Grade – Unit 1: End of Unit Assessment, How Many Children? How Many Can? Unit 2: Which One Has the Most?, How Many Blocks? Rectangle Riddles

11. Doing Math Together • Expect Your Child to Work Hard and Be Able to Learn Math • Ask Questions • Solve Problems Together and Explain Your Thinking ***See handout for questions to ask and possible activities to engage in with your children.

12. “When problem solving becomes an integral part of classroom instruction and children experience success in solving problems, they gain confidence in doing mathematics and develop persevering and inquiring minds.” - The National Council of Teachers of Mathematics