Before It’s Too Late! David R. Erickson Curriculum & Instruction The University of Montana.

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Before It’s Too Late!

David R. EricksonCurriculum & Instruction

The University of Montana

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What?BITL: Title II, Part A, Improving

Teacher Quality State Grants funded through the Office of the Commissioner of Higher Education

• increase post-secondary school attendance• provide high-quality professional development

for teachers of mathematics in grades 6-12

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Who?Professional Development Leaders:• Richard Seitz, Helena High School• Gary Bauer, SIMMS Extension PD• Jean Howard, MLC Executive Director• Johnny Lott, NCTM ex-President• Maurice Burke, MSU Mathematics• David Erickson, UM Education

Classroom Regional Teacher Leaders:• Stephanie Soderquist - NE Region• Bethany Johnson, SE Region• Heidi Perkins, S Region• Clay Burkett, Central Region• Kathy Strauss, N Region

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How?Regional Workshops focused on three topics–

Algebra, Geometry, and Data Analysis–co-presented by teacher-leader and PD leaders

First and Second years–15 hours total over several months

Third year–15 hours followed by 45 hours at the Montana Learning Center (MLC) at Canyon Ferry Lake

Fourth and Fifth years - 45 hours at MLC

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Algebra

• Solve the following system of equations for x.

3x + 2y = 3

y + 3x = 5

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Algebra. (taken from MontCAS 2005, #73)

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1 . Write the equation fo r the lin e in th e graph . L et y represent the total cost an d x

represent the numbe r of square y a rds installed.

2 . What is the y - intercep t and what does i t mean?

3 . What is the slope o f the lin e and what does i t mea n ?

4 . Suppose that the store decides t o increase the cost per yard o f th e carpet bu t not t o

change the preparation fee. Explai n how this cha n ge will a f fect bot h the y - intercept

and the slope o f the lin e .

5 . Suppose that the cost pe r yard i s not changed bu t t he preparation fee is increased.

Explain how this change will a ffect b o th th e y - int e rcept and the slope o f th e line.

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GeometrySpace Flight (PISA 2003)

Space station Mir remained in orbit for 15 years and circled Earth some 86 500 times during its time in space.

The Mir circled Earth at a height of approximately 400 kilometres. The diameter of Earth is about 12 700 km and its circumference is about 40 000 km ( π * 12700).

Give an estimate of the total distance the Mir traveled during its 86 500 revolutions while in orbit. Round your answer to the nearest 10 million.

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BITL 2005-2009 Test Results

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2005 2006 2007 2008 2009

Year

Percent

Pre-

Post-

Pre (K-8)

Post (K-8)

Pre (5-12)

Post (5-12)

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BITL Forum September 2008• Distilled Themes

A. Collaboration, Connections, and Communication K-16 (C^3)B. Teaching Experiences, early and oftenC. Re-service teacher attitudes, professional dispositionsD. Making Connections

a. Content courses integratedb. Elementary, middle, high school teachersc. Between content/pedagogy and field workd. Between university, K-12, and community

E. Integration of technologyF. Resources, time, and access to technologyG. Comprehensive K-12 TE Program that is Engaging and RelevantH. Performance measures last 2 years – content knowledge, classroom video, field

experiences

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Next Steps1. OPI sponsored mathematics meeting of higher education and

MCTM/teacher leaders in Montana – Friday & Saturday 5-6 December 2008 in Helena

2. Resurrect TOTOM meetings on an annual basis, possibly September each year

3. MSU and UM need to:a. Update faculty in mathematics and Curriculum and Instruction

on progress of our meeting (notes to follow later this week)b. Encourage 100% attendance at TOTOM conferencesc. Work on Middle School Mathematics Endorsement that could be

a college certificate rather than state endorsement, but would provide future teachers and in-service teachers with a desire to know more mathematics that opportunity

Possibly partner across universities in Montana and Oregon to provide online learning opportunities

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Questions?• If Montana 7th and 8th grade teachers of

mathematics can answer 70-80% of the mathematics questions correctly, should we expect a higher percent of Montana 7th and 8th grade students to be successful?

• What changes should we make in the preparation of teachers of mathematics?