High-Quality Math Instruction for All: Milwaukee Public Schools Comprehensive Mathematics Framework

1. High-Quality Math Instruction For All: Milwaukee Public Schools Comprehensive Mathematics Framework New Wisconsin Promise Conference Tuesday, January 11, 2005 • Sharonda M. Harris, Teacher-In-Residence, UWM/MPS • Melissa Hedges, Teacher-In-Residence, UWM/MPS • Bernard Rahming, Teacher-In-Residence, UWM/MPS

2. Session goals: Participants will: • Become aware of the Comprehensive Mathematics Framework currently driving instructional practices in the Milwaukee Public Schools. • Understand the role the Comprehensive Mathematics Framework is playing in uniting a large urban district in its efforts to close the achievement gap in mathematics.

3. WKCE WISCONSIN STATE / MILWAUKEE 10TH GRADE NOV 03

4. WKCE WISCONSIN STATE / MILWAUKEE 8TH GRADE NOV 03

5. WKCE WISCONSIN STATE / MILWAUKEE 4TH GRADE NOV 03

6. Guiding Question In what ways would a common and cohesive vision for the teaching and learning of mathematics aid in the closing of the achievement gap?

7. Think Aloud • Turn to a partner. Restate the problem in your own words. • What do you know about the problem? • What do you need to find out? • Where will you begin?

8. The Sweater Problem At a department store sale, you are buying a $50 sweater that you selected from a table that says “25% OFF.” You also have a coupon for an additional 10% off on any purchase. Monday, July 19 10am – 5pm Take an additional 10% OFF Everything in the store* For Example: Regular Price: $60.00 Less the original 25% discount: $45.00 Less an additional 10% discount $39.00 The cashier takes 25% off the original price and then takes an additional 10% off. She asks you for $33.75. Write what you would explain to the cashier to justify why this price is not as good as the bargains on the coupon. Leinwand, S. (2000). Sensible mathematics: A guide for school leaders. Portsmouth, NH: Heinemann

9. Think Aloud • Turn to a partner. Restate the problem in your own words. • What do you know about the problem? • What do you need to find out? • Where will you begin?

10. References National Research Council. (2001). Adding it up. Mathematics Learning Study Committee, Center for Education, Division of Behavioral Sciences and Education, National Research Council. Washington, DC: National Academy Press. National Research Council. (2002). Helping Children Learn Mathematics. Mathematics Learning Study Committee, J. Kilpatrick & J. Swafford, Editors. Center for Education, Division of Behavioral Sciences and Education. Washington, DC: National Academy Press. Wisconsin Department of Public Instruction. (1998). Wisconsin’s model academic standards for mathematics. Madison, WI: Author.

11. Turn and Talk Reflecting on your work with the sweater problem, where do you see the five(5) strands of mathematical proficiency surfacing?

12. Understanding • Know more than isolated facts • Connect mathematical ideas • Avoid critical errors in problem solving • Grasp mathematical concepts

13. Computing • Fluent with mathematical procedures • Accurate and efficient with algorithms • Understand number combinations • Apply strategies efficiently

14. Applying • Use conceptual knowledge to solve problems • Ability to pose problems • Construct solution strategies • Distinguish what is known and unknown

15. Engaging • Personal commitment with math • Give reasonable effort • Make sense of mathematics • See mathematics as worthwhile

16. Reasoning • Explain solutions • Justify procedures • Communicate thinking levels • Apply knowledge

17. Varying levels of engagement • What is the cost of a $50 sweater that is on sale at 25% off? • 25% of 50 • What components of the framework are emphasized in the above problems?

18. A Rigorous, Engaging & Accessible Curriculum • Curriculum does not refer to a specific text but rather a sequence of study that is aligned and articulated across grade levels. • Developmentally appropriate mathematics • Instructional activities engage students in mathematical work that provide opportunities for sense making and reasoning. • Supportive and challenging learning environment Halloway, J. (2004). Research link: Closing the minority achievement gap in math. Educational Leadership. 61(5). 84-86. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

19. A Culturally Responsive Classroom • Validates students’ experiences and use them as a springboard for the curriculum. • Ensures students feel connected to the classroom and to each other. • Helps teachers learn about their students so they are more successful in their teaching. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Fransisco: Jossey-Bass Publishers.

20. "Solid, culturally responsive mathematics pedagogy is predicated on the teacher's interpreting, understanding, and recognizing the students' culture and integrating it into the learning process; the teacher's allowing students to construct mathematical knowledge on the basis of their experiences; and effective classroom practice. The teacher must respect and have knowledge about students' lives, culture, and experiences in order to use the students' life experiences in instruction" (p. 28). Malloy, C. (1997). Including African American students in the mathematics community. In J. Trentacosta (Ed.), Multicultural and gender equity in the mathematics classroom: The gift of diversity (pp. 23-33). Reston, VA: National Council of Teachers of Mathematics.

21. Related factors that aid the closing of the achievement gap… • A quality teacher-student relationship based on trust and respect • High expectations along with an inclusive vision of success… “All kids, no matter where they are from or particulars of their circumstances, have the potential to be successful in this classroom.” -- Gloria Ladson-Billings “Academic ability is developed and developable. It is not simply a function of one’s biological endowment or a fixed aptitude.” -- North Central Regional Educational Laboratory (2004)

22. Related factors that aid in closing the achievement gap Student experiences… • Direct contact with teachers and fellow students • Needs to be from a holistic, relational, and intuitive stance Classroom practices… • Provide immediate feedback to students • Employ a variety of representations during instruction and ask students to represent their work through a variety of representations. • Utilize a variety of instructional styles • Diverse assessment practices

23. “The myth that disadvantaged students cannot attain the same successes as their more advantaged peers is no longer a viable one. Research has shown that it is possible to ease the achievement gaps. But just as the causes of achievement gaps are interrelated, so must be the attempts to close them. North Central Regional Education Laboratory. (2003). Bridging the great divide: Broadening perspectives on closing the achievement gap. A report of the National Study Groups for the affirmative development of academic ability. Retrieved December 15, 2004 from http://www.ncrel.org/policy/pubs/html/bridging/identify.htm

24. In what ways can the information presented today support the work in your district or school aimed at closing the achievement gap? With whom would you share your ideas? How might you share them?