Nix the Tricks

Nix The Tricks is simultaneously:

• a free eBook cataloging many of the rhymes, shortcuts, and mnemonics teachers use (I'm looking at you, FOIL) that rob students of a conceptual understanding of mathematics.
• a labor of love from editor Tina Cardone.
• a great example of the deep bench of talent we have in Math Twitter Blogosphere.

It was all sourced from math teachers online. It's all free to you.

There's something for all of us in there from elementary mathematics through Algebra.

reposted from Dan Meyer's dy/dan: less helpful mathematics blog.

Check it out and subscribe if you haven't already.

Teaching Math to Young Children: New IES Practice Guide

Despite young children's natural interest in mathematics, teaching the subject to young children remains an understandable challenge. A new practice guide addresses this issue, providing a series of "evidence-based recommendations" to help guide the teaching of children ages 3 to 6.

The latest What Works Clearinghouse (WWC) practice guide, Teaching Math to Young Children, was funded by the U.S. Department of Education's Institute of Education Sciences. Educators and other experts in the field created a list of five recommendations using a combination of evidence-based research and professional guidance on best practices for teaching math in preschool, prekindergarten, and kindergarten settings. They include:

1. Teach number and operations using a developmental progression;
2. Teach geometry, patterns, measurement, and data analysis using a developmental progression;
3. Use progress monitoring to ensure that math instruction builds on what each child knows;
4. Teach children to view and describe their world mathematically; and
5. Dedicate time each day to teaching math, and integrate math instruction throughout the school day.

According to the publication, the recommendations are "designed to capitalize on children's natural interest in math to make their preschool and school experience more engaging and beneficial." 

Each recommendation includes with it an overview of the supporting evidence. The publication labels the strength of the evidence as "strong," "moderate," or "minimal." These labels are based on a variety of factors, including validity, effects on outcomes, the strength of the relationship between the evidence and recommendations, and the panel's confidence in the effectiveness of the practice. Of the five recommendations listed above, it's worth noting that none received the "strong" label, and only one (the first item) got a "moderate" label.

Step-by-step instructions are included for carrying out each of the recommendations. The guide also identifies potential roadblocks and ways to overcome such obstacles.

re-posted from Education Week

1st annual Math-Team-Matics competition

Is your school looking for a fun opportunity to compete with mathematics?
The GVSU Department of Mathematics and the Regional Math Science Center are hosting the first annual Math-Team Matics competition at Grand Valley State University’s Allendale Campus.
Teams of five mathematicians will have a friendly competition to crown the winning group.
Can your school bring home the inaugural Math-Team-Matics championship?

When: December 7th, 2013
Time: 9 A.M-3 P.M
Cost: $60.00 for a team of 5 and 1 coach, includes the competition and lunch at Fresh Food Co. 
Registration: Now through November 28th. 
Participants: Open to teams of 5 students in 7th-10th grade.

The Myth of "I'm bad at math"

repost from The Atlantic

“I’m just not a math person.”

We hear it all the time. And we’ve had enough. Because we believe that the idea of “math people” is the most self-destructive idea in America today. The truth is, you probably are a math person, and by thinking otherwise, you are possibly hamstringing your own career. Worse, you may be helping to perpetuate a pernicious myth that is harming underprivileged children—the myth of inborn genetic math ability.

Is math ability genetic?

read more...

Smarter Balanced spring PILOT opportunity: register now

In September, Michigan schools received information through the Bureau of Assessment and Accountability (BAA) eblast and website about an opportunity to register to indicate their interest in being a part of the Smarter Balanced Field Testing that will occur during Spring 2014.  The original deadline to register a school’s interest in being a part of the Smarter Balanced Field Test in Spring 2014 was October 15^th.  However, in light of the legislative activity which occurred during October in Michigan, the Smarter Balanced Assessment Consortium has agreed to extend the deadline for Michigan schools to register to indicate interest in participating in the Spring 2014 Field Testing to November 8, 2013.

Information regarding the Spring 2014 Smarter Balanced Assessment Consortium Field Test, including contact information if you have questions, can be found under the “What’s New” section on any of the following web pages

www.michigan.gov/meap

www.michigan.gov/mi-access

www.michigan.gov/mme

The Smarter Balanced Field Test is an excellent opportunity for schools to participate in a computer adaptive assessment, which measures the breadth of the English Language Arts and Mathematics Common Core State Standards using rich item types.  Additionally, the Smarter Balanced Field Test provides schools and districts a valuable opportunity to assess their technology readiness for online testing.  While there is a need for all grade levels to participate in the Spring 2014 Smarter Balanced Field Test, there is particular need for 11^th grade students from Michigan.

If your school is interested in participating in the Spring 2014 Smarter Balanced Field Test, please complete the registration.  Please submit your school’s interest in participating in the Smarter Balanced Field Test by the new Michigan deadline of Friday, November 8, 2013. 

SBAC launches Spanish webpage

The Smarter Balanced Assessment Consortium (Smarter Balanced) has launched a Spanish webpage with downloadable factsheets for teachers, parents, and students. The webpage provides information on the assessment system and the Consortium’s work to meet the needs of all students, including English language learners (ELLs).
“Making Spanish-language materials available is part of our commitment to keeping stakeholders informed about our progress,” said Joe Willhoft, Ph.D., executive director of Smarter Balanced. “With a growing number of English language learners across the United States, it is important that teachers, parents, and students have access to resources to help prepare for next-generation assessments.”
The Smarter Balanced Assessment System will provide valid, fair, and reliable measures of student achievement and growth toward college and career readiness for ELLs. In collaboration with member states, educators, and experts, the Consortium is developing an Accessibility and Accommodations Framework. Grounded in current research and a deep understanding of the current diversity of accessibility policies and practices across state and national assessment systems, the Framework provides the conceptual underpinning for accessibility approaches, accessibility tools and accommodation options, and implementation guidance for the assessment system.
“Smarter Balanced assessments are designed with the needs of English language learners in mind,” said Magda Chia, Ph.D., director of support for under-represented students. “Through accommodations like pop-up glossaries for the mathematics assessment and a research-based approach to developing assessment items that reduces linguistic burdens, the Consortium is working to ensure that all students have the opportunity to demonstrate their knowledge and skills.”

Partnering with parents for student success

Partnering with Parents Too often when a student struggles with mathematics, a parent comments, “I was never very good at math either.” While that may be true, the need for our students to be successful in mathematics is more urgent than at any time in recent history. In this era of focus on college, career, and life readiness, engaging parents is critical to the success of students from prekindergarten through high school. Read more from Linda Gojak, NCTM president...

PD opportunity: secondary math teachers

Secondary Math Instruction and Assessment in Light of the Common Core: The Mathematics Assessment Project

When: September 18, October 23, and November 13, 2013

Where: Kalamazoo RESA service center

Who: Secondary math teachers and administrators

Register

To truly meet the demands of the Common Core State Standards it is not sufficient to simply revise the list of mathematical content covered in the curriculum. The Standards´ emphases on Mathematical Practices require students to be able to think mathematically, and apply the techniques they have learned to rich problems in diverse contexts. Achieving this requires changes in the way mathematics is taught and assessed in most schools.

The Mathematics Assessment Project has developed the Classroom Challenges to exemplify the types of activities needed to supplement traditional classroom practice and support the Standards. This professional development series has been designed to help teachers with the practical and pedagogical challenges faced in implementing these lessons.
This professional development series focuses on
• introducing the model of formative assessment used in the lessons, its theoretical background and practical implementation
• exploring the planning around the two types of Classroom Challenges in detail
• exploring two crucial pedagogical features of the lessons: asking probing questions and collaborative learning

This professional development series is activity-based; built around a collection of example classroom lessons aligned to the Mathematical Practices and Content called for in the Common Core State Standards for Mathematics. Groups of teachers will be engaged in constructive discussions about their own practices and how these could change. Teachers will be provided with time to plan to teach a lesson using these ideas in their own classroom, and meet again to reflect on their experiences.

Principals: attend with your teachers to watch, learn, plan, and support the implementation of the Common Core with fidelity.

12 SCECHs Pending Approval

Show your support in Lansing: 3rd Common Core hearing tomorrow, Wednesday, August 14

Tomorrow is the third hearing exploring the Common Core State Standards in Lansing, MI.  Lawmakers will be hearing from several experts. There will be time for the pubic to offer commentary.  Come prepared to speak or submit written testimony.  

Please offer your support for the Common Core. Now is the time.

Common Core Standard subcommittee of the Standing Committee on Education , Rep. Tim Kelly, Chair

DATE: Wednesday, August 14, 2013

TIME: 10:00 AM

PLACE: Room 519, House Office Building, Lansing, MI

AGENDA:
Testimony from:

Brian Cloyd, Doug Rothwell, Paul Hillegonds, Business Leaders of MI
Dr. William Evers, Hoover Institute
Dr. Diane Ravitch, Steinhardt School of Culture, Education, and Human Development
Sandra Stotsky, Professor Emerita, University of Arkansas
Jon Austin, President, State Board of Education

Kindergarten Entry Assessment Fall 2013 Pilot

Michigan Department of Education’s Bureau of Assessment and Accountability (BAA) is looking for teachers to participate in the Fall 2013 Pilot of the Kindergarten Entry Assessment (KEA). Michigan chose Teaching Strategies GOLD online for its KEA. 

Michigan kindergarten teachers will play a critical role in helping the BAA customize the KEA for Michigan’s teachers, students and families. Please visit the KEA webpage  for more information about the KEA and to sign up for the fall pilot.