spokane math symposium november 2010
DESCRIPTION
Overview/update of K-16 math issues in Washington stateTRANSCRIPT
Addressing “The Math Problem:”
Working Together on “Group-Worthy” Work
Dr. Bill MooreWashington State Board for Community & Technical Colleges
360-704-4346, [email protected] Re-Thinking Pre-college Math Project
Spokane Area Math SymposiumNovember 2010
Outline of Comments
1. What the work is really about
2. Why it’s “group-worthy”
3. How we’re approaching the work
4. Value/role of collaborative networks
It’s About Equity, Not Just Math
Why the Work is Group-Worthy
TIME
RESOURCES BIASES & ATTITUDESCONTROL
INERTIA
STRUCTURES & LOGISTICS
INCENTIVES
EGO
AUTONOMY
COMPLEXITY OF SYSTEMS
Administrative Support:Addressing Barriers to Transforming Practice
Transition Math ProjectStudent Attributes for Math Success
Algebra II ApplicationsRe-Thinking Pre-College Math Project
TMP Math Projects
Source: Uri Treisman & Jenna Cullinane, UT-Austin, from Achieving the Dream data
32% 27% 41%
33% 26%41%
Faculty Inquiry Groups
Knowledge Exchange Networks
Re-Thinking Pre-College Math
Changing the Core
We put an enormous amount of energy into changing structures and usually leave
instructional practice untouched…We are attracted and drawn to these [efforts] because they’re visible and, believe it or not, easier to do than to make the hard changes, which are
in instructional practice…
Richard Elmore, “The Limits of ‘Change’,” January/February 2002
Fundamental Shift: “Open Source
Teaching”Our understanding of learning will accelerate faster in
a teaching community that acts like a learning system—one that makes knowledge of what it takes to learn explicit, adapts it, tests it, refines practice, reflects, rearticulates, and shares that new knowledge. Teaching must become problematized, innovative and professional, taking research as its model.
Diane Laurillard, “Open Teaching: The Key to Sustainable and Effective Open Education”
And Another Problem…“The student described a terrific course offered by the college of agriculture, consisting of realistic problems tackled by student teams exploring and using the resources of a research university.‘I have never learned so much in a class. I didn’t even know I could learn like that.’‘That professor must be a wonderful teacher,’ I responded.The student laughed. ‘We did all the work; he just assigned the problems and helped out. He doesn’t know how to teach.’”
Larry Spence, “The Case Against Teaching,” Change, November/December 2001
Changing the Equation (NCAT)
National Repository of Online Courses
Knowledge Exchange Networks
Carnegie Statway Project Collaboratory
Developmental Education Initiative
Re-Thinking Pre-college Math Project
“Come for the Content, Stay for the Community”
Knowledge Exchange in Developmental Math
“Ladder of Engagement”Issue-oriented repository of
exemplary practices & resources
