TEAM-MathProject Update

June 12, 2008

TEAM-Math Mission Statement

• To enable all students to understand, utilize, communicate, and appreciate mathematics as a tool in everyday situations in order to become life-long learners and productive citizens by Transforming East Alabama Mathematics (TEAM-Math).

TEAM-Math Partners

• Auburn University

• Alexander City

• Auburn City

• Barbour County

• Bullock County

• Chambers County

• Elmore County

• Lanett City

• Tuskegee University

• Lee County

• Macon County

• Opelika City

• Phenix City

• Russell County

• Tallapoosa County

• Tallassee City

Funding

• $100,000 start-up funding from Auburn University

• $8.9 million from the National Science Foundation

• $400,000 supplement to add three districts

• $305,000 from the Malone Family Foundation for technology in grades 6-12

Why TEAM-Math?

• 2005 National Assessment of Educational Progress (NAEP) for Alabama:– Grade 4

• 21% of Alabama students rated “proficient”(vs. 35% nationally)

• Alabama ranked 50th of the 50 states

– Grade 8• 15% of Alabama students “proficient”

(vs. 29% nationally) • Alabama ranked 49th of the 50 states

Achievement Gaps – Grade 4Alabama Reading and Math Test (ARMT)

% Proficient Gap

All students

(East Alabama)

67%

WhiteBlack

80%52%

28%

Paid lunchFree/reduced

79%57%

22%

General edSpecial ed

71%23%

48%

What Can 4th-Graders Do?

• 238 + 462

• The band members have a goal to sell 625 candy bars. If they have sold 264 so far, how many more candy bars do they have to sell to reach their goal?

89%

35%

Source: NAEP 2003

Long-term NAEP

Conclusions

• U.S. students are not deficient in the “basic skills”.

• They are, however, deficient in their ability to apply the mathematical knowledge they have.

• Thus, we need to shift our attention to increasing students’ problem solving ability.

How to Make Progress…

• Focusing on raising test scores by “teaching to the test” results in only short-term gains (1-2 years)

• GOOD TEACHING Leads to Good Outcomes

What is Our Vision?

• National Council of Teachers of Mathematics:Principles and Standards for School Mathematics

• Alabama Course of Study: Mathematics

• Best practices from the research

A New Vision for School Mathematics

Let’s do some mathematics.Are there more even or odd products in this multiplication table? Explain why.Are there more even or odd products in this multiplication table? Explain why.

2 4 6 8 10 12 14 16 18

4 8 12 16 20 24 28 32 36

6 12 18 24 30 36 42 48 54

8 16 24 32 40 48 56 64 72

10

6

14

18

2 4

12

20

28

36

6

18

30

42

54

8

24

40

56

72

Compute 7 x 28 in your head

• Be prepared to explain your thinking.

Characteristics of the Vision

• Designed to meet the needs of all students• Engages students in making sense of

mathematics— “inquiry based”• Focuses on the usefulness of mathematics• Provides a balanced approach to learning

problem solving and learning basic skills– The two should go hand in hand

• Includes a broad view of mathematics beyond just arithmetic, including statistics and data analysis

A Shift in Teaching

Show and Tell

Asking Questions

Questioning Answers

and

Project Goals

• To improve student achievement in mathematics and close achievement gaps.

• Systemic Improvement of Mathematics Education– Alignment of policies and practices across the

system– Different audiences: Teachers, administrators,

the public

The Power of Partnership

Universities and K-12 education

• 14 school districts

• Auburn University and Tuskegee University

• Mathematicians and teacher educators

We can accomplish far more working together!

Major Activities

• Curriculum alignment

• Leadership development

• Professional development

• Redesign of teacher preparation program

Curriculum Alignment

• Curriculum Guide:– Developed objectives for what should be

taught at each grade/course to ensure consistency and growth

– Now in its fifth edition!

• Common textbook adoption

• Quarterly tests

Leadership Development

• District- and School-level Teacher Leaders– Responsible for coordinating activities at their

level– Serve as a liaison to the project

• Quarterly professional development for the Teacher Leaders

Professional Development

• Schools participate in cohorts– Cohort I (Summer 2004) -- 25 schools– Cohort II (Summer 2005) -- 22 schools– Cohort III (Summer 2006) -- 23 schools– Cohort IV (Summer 2007) -- 11 schools– Cohort V (Summer 2008) -- 5 schools

• Additional workshops and courses throughout the year.

Teacher Preparation

• Improve programs at the Universities

• Initial focus on elementary content courses

• Beginning to look at the content courses for secondary mathematics teachers

Outreach

• Administrators

• Guidance counselors

• Parents and community

Multicultural Literature

• To date we have trained over 200 teachers to use the Multicultural Literature as a Context for Mathematical Problem Solving: Children and Parents Learning Together Modules.

• Over 32 schools in East Alabama have participated.

• The number of families participating has varied from 3 to 44 per school.

How Can You Help Make the Goals of TEAM-Math a Reality

for Your Child?

Set high standards for your child in math.

Point out that many jobs require math.

• Teacher

• Statistician

• Engineer

• Accountant

• Architect

• Auditor

• Stock Broker

• Computer Programmer

• Economist

• Income Tax Specialist

• Insurance Agent

• Buyer

• Mathematician

Help your child see that math is very much a part of everyday life.

Stimulate your child’s interest in technology.

Play games that help your child develop decision making and mental math skills.

Be positive about math and encourage your child to do his/her best.

Participate in school events like Family Math Nights so that you will be aware of things that you can do at home to reinforce what

your child is learning in school.

Conclusion

• The “T” in TEAM-Math is for transforming

• “TEAM” is for collaboration

• Parents are an important component of this TEAM!