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Overview of the Presentation

• Greetings and Information from NCTM• FOY 09 - Digging in with Equity• Differentiating Content• Differentiating Process• Q&A

Resources can be found at http://nctmsaku.wikispaces.com/

NCTM and Its Affiliates…

Working Together!

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Greetings from...

NCTM and the

Affiliate Services Committee

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2008-09 Board of Directors

• Henry (Hank) KepnerPresident

• Francis (Skip) FennellPast President

• James M. Rubillo Executive Director

• Don Balka• John A. Carter• Beatriz S. D’Ambrosio• Margaret (Peg) Smith

• Marshalyn Baker• Vena Long• Jacqueline Goodloe

Smith• Christine Suurtamm

• Frederick L. Dillon• Karen Karp• Jennifer J. Salls• Christine D. Thomas

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NCTM Update: The Big Picture

NCTM Mission Statement

The National Council of Teachers of Mathematics is a public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring equitable mathematics learning of the highest quality for all students.

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NCTM Update: The Big Picture

NCTM Strategic Directions2008-2009

–Curriculum–Equity–Linking Research and

Practice–Professional Growth and

Leadership Development–Advocacy

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Student E-Membership

• For full-time students enrolled in an accredited college or university; proof of eligibility is required– $39 per year includes an online subscription to one

NCTM journal of choice.

Special features of Student Membership include:– 25 journal article downloads– Free admission to NCTM regional conferences– Exclusive scholarship opportunities– Plus “Individual Membership Benefits”

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New & Improved Affiliate Grants

• The Mathematics Education Trust (MET), based on the recommendations of the ASC approved two new Affiliate grants and increased the amount of the Kenneth B. Cummins Grant.

• New! Student Affiliate Grant (up to $1,500)• New! Associate Affiliate Grant (up to $2,000)• Increased support for a Partner Affiliate!

Kenneth B. Cummins Grant (up to $3,000)

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Grant(s) to Affiliates

• Grant deadline: June 1, 2008

• Look for application information each year in January, and for postings on the Web site.

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Equity

• Equity Position Statement• Equity Summit• Iris Carl Annual Equity Address• Equity and Publications

– Online issue of JRME– TCM focus issue

• Equity FOY for 2008-09• Equity theme of 2009 Annual Conference and Exposition• And more!!!

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What do you perceive to be the biggest challenges related to equity in mathematics education?

Opening Discussion

NAEP 2007 - Grade 4

HIGHLIGHTS

•Excellence in mathematics education rests on equity—high expectations, respect, understanding, and strong support for all students.

• Policies, practices, attitudes, and beliefs related to mathematics teaching and learning must be assessed continually to ensure that all students have equal access to the resources with the greatest potential to promote learning.

• A culture of equity maximizes the learning potential of all students.

NCTM Position Paper - Equity

NCSM and the PRIME Leadership Framework

What is STAGE 1 Leadership?…

And how do improve?

Big Question #1 – What can I do in the mathematics classroom to ensure…

…that I implement the intended curriculum with needed intervention and make certain that every student is successful?

Big Question #2 – What can I do in the mathematics classroom to ensure…

…that I provide each student with access to relevant, rigorous, and meaningful mathematics experiences?

Let’s take a look at…

3x + 2 = 11

When do students first experience the mathematics needed to find the value of x?

Did you Try?

• I’m thinking of number…

• Cups and Counters or Algebra Tiles

• Representations like Table Methods or “Hoops and Arrows”

• Algebraic Algorithms

• Graphing Calculator

Cups and Counters

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QuickTime™ and a decompressor

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Table Method

X = _____

Multiply by 3

Add 2

= 11

Hoops and Arrows

X=11

Multiply by 3 Add 2

Subtract 2Divide by 3

= 3

Summary of Differentiation

Before you begin to teach a new concept, you have to put a great deal of thought into your audience and their needs.

“Know your stuff, know who you are stuffing, and stuff them elegantly.”

In Conclusion…

• Equity in the Mathematics Classroom is Critical

• Critical thinkers operating outside the box, using the latest technology to identify the needs of students and to capture the interest of the 21st century learner, will win this challenge.

• Resist the path of least resistance. Expect to work hard. Expect to fail as well as to succeed.

• Celebrate radically.

Remember the Daffodil Principle

• 50,000 bulbs,

• one at a time,

• by one woman,

• 2 hands, 2 feet,

• and very little brain.

• Began in 1958

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Thank you!

Bill BarnesNCTM ASC

Eastern Region 2 Rep

william_barnes@hcpss.org