Math CCCS Presentation

NJCCCS FOR MATHEMATICS

Content Area Summary:

STANDARD 4.1 (NUMBER AND NUMERICAL OPERATIONS)
• Students must know that there are different types of numbers that can be used to represent quantities.
• Students will be able to perform the operations of addition, subtraction, multiplication, and division, as well as estimate values.

STANDARD 4.2 (GEOMETRY AND MEASUREMENT)
• Students must know that there are different units used for different measurements, and that there are certain qualities that define different geometric shapes.
• Students will be able to transform geometric shapes to form new ones and measure the length, area, volume, and angles of those shapes.

STANDARD 4.3 (PATTERNS AND ALGEBRA)
• Students must know that there are patterns in mathematics and that graphs can be used to give a picture of those patterns.
• Students will organize data in tables, charts, and graphs, and solve for variables in algebraic equations.

STANDARD 4.4 (DATA ANALYSIS, PROBABILITY, AND DISCRETE MATHEMATICS)
• Students must know that outcomes can be predicted based on the theory of probability.
• Students will be able to collect data and analyze it in order to determine the probabilities of outcomes of events.
STANDARD 4.5 (MATHEMATICAL PROCESSES)
• Students must know that mathematics is the language for many other disciplines in education.
• Students will be able to solve problems and communicate mathematical ideas by making connections, reasoning, representing data and ideas, and using technology.

Desired Dispositions:

In order for students to understand the importance of mathematics and how they can use it, curriculum must be developed so that students are active in hands-on problem solving. Students need to have access to the technology used in mathematics, such as computers and calculators. Teachers need to set high expectations for all students and must encourage them to strive for understanding beyond the standards in order to be prepared for college mathematics courses.

Strengths and Weaknesses:

The NJCCCS for Mathematics were revised and changed in 2008 from their previous version in 1996. The most obvious change is the reduction of standards: from 16 to 5 (with many subdivisions). This reduction is a definite evolution because “the new standards are more specific and clearer than the previous standards”. Another positive change which fosters curriculum development (because it helps to understand what to teach at many different stages and how/when to do assessments) is the fact that now expectations are set not only for grades 4, 8, and 12, but also for grades 2,3,5,6, and 7. If there is a weakness here is in the fact that the expectations for the high school years are limited only to the time when students graduate.
The strength of the new standards is in the awareness of how much is needed at every level and grade in order to make Mathematics both meaningful and connected to real life, especially at high school level (of course beyond the simple math of going to buy a gallon of milk or 2 pounds of oranges). And an additional strength is in “the vision of excellent mathematical education [which] is based on the twin premises that all students can learn mathematics and that all students need to learn mathematics”. Paradoxically, the biggest weakness of the NJCCCS is shown in the same area: by reading the 47 pages of standards one does not get the feeling that they go beyond the theory, with very minimal connection with reality and real-life use of mathematics.
The vision of the NJCCCS is very articulated and tries to go beyond the old stereotype about math and about the typical students who excel in it. The wording of the vision is very important: “students excited about math”, “learning math concepts rather than memorizing procedures”, “students working together”, “teachers with high expectation for ALL students”, “providing opportunities for success”, and so on.

Connection to Curriculum:

• Purposes of the standards are to gear the teaching methods towards student understanding of specific topics within the curriculum.
• The standards focus on getting students to understand and demonstrate specific mathematics concepts that are taught.
o A foundation of mathematical ideas and applications that will prepare them for the workplace or for college.
• Initially, the standards might seem that they are meant to be followed in order and build on each other. After further review, the standards may be used simultaneously for certain lessons. It is possible to integrate algebra and geometry.
o This provides the students with an opportunity to learn in different ways and apply what they have learned to specific tasks.
• Teaching of mathematics is objective and not subjective. There is a clear right and wrong.
• The standards gear students to acquire specific knowledge of certain concepts and skills.
• Mathematics curriculum is more of a scaffolding of prior concepts and knowledge
• HSPA clusters are aligned to the CCCS.
• You will probably touch upon every standard in a math course.
• At the moment, there is integrated math, which consists of a mixture of standards in each chapter.
o When writing the curriculum, teachers try to include various standards in each chapter and in each lesson.
• Students build on what they know and apply that knowledge in later lessons and activities.
• I do feel that math standards and curriculum leaves less room for teacher and student creativity. It targets the student’s ability to memorize and understand rather than their creative and analytical ability.

Suggested readings:

Hyde, A. (2007, November). Mathematics and Cognition. Educational Leadership.

Jones, A. (2001, February). Welcome to Standardsville. Phi Delta Kappan. Vol. 82, No. 6, pp. 462-464.

Loewenberg, D. (1996, December). Reform by the Book: What Is: Or Might Be: The Role of Curriculum
Materials in Teacher Learning and Instructional Reform? Educational Researcher. Vol. 25, No. 9, pp. 6-14.

Reys, B. (1999, February). Mathematics Curricula Based on Rigorous National Standards: What, Why, and
How? Phi Delta Kappan. Vol. 80, pp. 454-56.

Steen, L. (2007, November). How Mathematics Count. Educational Leadership.

Usiskin, Z. (2007, November). Do We Need National Standards with Teeth? Educational Leadership.

Curriculum Planning and Myself

There are a few areas in which I realized I needed more help. I begin with the lesson planning I have been for a few years. Designing lessons in the same way that we have learned in class will allow the students better opportunities to think critically and also think in the long term. It is a great way for them to connect the stages as they move along the school year. When it comes to curriculum planning, it is obvious now, that we are able to combine various disciplines. After listening to CCCS presentations, I realized how the standards have many things in common all across the different disciplines. Staying on the positive side, this has been a very helpful course. I have acquired new ideas and new skills in writing lessons and in writing curriculum. I have learned ways in which I can teach along with my colleagues from other subjects. I will be putting many of my new skills into practice and I am sure the students will appreciate it.

Urban Reality

It always upsets me when I hear people talk about urban schools like they are prisons and that the teachers who work there must be afraid of going to work everyday. We cannot hide and ignore the fact that there are many urban schools struggling and facing violence everyday. However, this is not limited to urban schools. When we look at the failing and struggling schools throughout the United States, we will notice that they are not only urban schools. In fact, many suburban schools are facing some extreme problems themselves. I teach in a Newark high school, the same high school I attended, and I work in one of the same classes I sat in as a student. I sit in the same graduate school class with many other graduate students who attended many suburban schools. However, we seem to be doing the same thing with our lives. We are teaching and we are studying to obtain a Master's degree. Urban schools are producing many individuals who are contributing to society. Also, when we look at violence in schools, we will also notice that suburban and rural schools are facing huge problems of their own. Mass shootings and killings are occurring in places least expected, it is not occurring in urban schools. Educators have to stop looking at students from urban schools as inferior. They should respect them and expect that in the future more of them will be sitting in a university classroom with students that are not from "inner city" schools.

Writing Standards

While completing the CCCS Project more questions as to who is writing them come into my mind. The standards vary greatly from subject to subject. The way they are written and what is expected of students. As I realize why American classrooms need standards, there is another question. Where is the accountability on schools, administrators and teachers together, that the standards are being followed? I could see from the building I work in that the vast majority of the teachers do not have a clue regarding the standards in their own discipline. This obviously goes along with the administrators themselves not having a clue of the standards. As the government drafts more laws and expectations for teachers, they are lacking the resources to explain to the educators what exactly is expected of them. Not to mention standardized testing and the pressures of NCLB. Educators should have a louder voice on the laws that govern education. However, it seems to me that the people drafting these laws are not always familiar with education and probably have never even been in a classroom before.

New Teacher Curriculum Development

It seems as only yesterday that we began crafting this project and I had no clue about what I was doing. However, after all of these weeks I have learned many things that will help me become a better teacher. It will also allow me to help other new teachers in the building. Focusing on how students learn should be on the mind of every educator. Unfortunately, educators don't always think about it as much as they should. I have to admit that I also have been guilty of that. However, that has changed after completing this project. I find myself thinking in the long term and trying to follow the plans we have learned about in class to the best of my ability. It is working, the students seem to like the class more and in most cases are eager to participate. I have also shared my findings with my colleagues during our common planning period and some of them are also eager to start implementing the process in their classrooms. Overall, this process has made my job much easier and as I learn even more about the process I try and implement new lessons that will engage the students in more meaningful ways.

Other Assessments

Although we have not read each other's assessments yet, we have had a chance to view part of other groups' work. It is interesting to see how people of different disciplines think. The way they do things and complete their work varies depending on their daily habits. Assessing teachers' performances also varies from school to school, and many times it also varies based on the department a teacher belongs to. It is important for us to look at how people from other disciplines are assessed. As administrators, we may have to evaluate teachers that are not a part of our educational background. It is important for us to get as much training now in order not do to any mistakes later. Having an understanding of different subjects and how teachers should be assessed will be very important for our careers as administrators. There have been cases in my district where administrators do not have a clue about certain subject and are going in to evaluate teachers. How can they provide proper feedback if they do not understand anthing about the subject?

Dealing With Standards

It is true that having standards is a good thing for the future of education in our country. However, at the current stage that we are now, I don't belive that many people understand the standards or have even given much thought to the standards. There are many reasons for this. Firts of all, teachers and any administrators view them as a nuissance and numbers that have to be written down on the lesson plans teachers hand in. Also, many schools have so many things on their agenda that they don't even think about the standards when they go to work each day.
There are the safety issues that schools are faced with every day. There are those students who don't have homes, special needs, bilingual education, and the list just keeps going. For the schools that ar faced with these problems on a daily basis, standards are just one more thing they have to deal with and that is taking up a part of their precious time. On the other hand, the lack of understanding might be the biggest problem when dealing with the standards. Teachers, administrators, and politicians do not understand the standards. This is the reality and there needs to be time allotted for teachers and administrators to become familiar with the standards and the reasons why they are needed for our education system. If in fact they are needed at all.