Presenter Pam Williams, PhD “Standards for Mathematical Practice (Kindergarten-Grade 5)” Alabama College and Career Ready Standards for Mathematics K- 5 Standards for Mathematical Practices
Mar 27, 2015
Presenter
Pam Williams, PhD
“Standards for Mathematical Practice (Kindergarten-Grade
5)”
Alabama College and Career Ready Standards for Mathematics
K- 5 Standards for Mathematical Practices
OutcomesParticipants will build their understanding of the Standards
for Mathematical Practice. Participants will enhance their skills in identifying the
extent to which students exhibit the Standards for Mathematical Practice.
Participants will generate ideas for how teachers can integrate the Standards for Mathematical Practice with instruction to support student proficiency.
What do you know about the Alabama College and Career
Ready Initiative?
How many practice
standards are there?
What do the standards
mean?
The Standards for Mathematical Practice describe varieties of
expertise that mathematics educators at all levels should
seek to develop in their students (CCSS, 2010)
Practice Standards:HOW the students are learning
1st Half
Content Standards:WHAT the students are learning
2nd Half
The Standards for Mathematical Practice
Mathematically proficient students:Standard 1Standard 1:: Make sense of problems and Make sense of problems and persevere inpersevere in
solving them.solving them.Standard 2Standard 2:: Reason abstractly and Reason abstractly and quantitatively.quantitatively.Standard 3Standard 3:: Construct viable arguments and Construct viable arguments and critique critique
the reasoning of othersthe reasoning of others..Standard 4Standard 4:: Model with mathematicsModel with mathematics..Standard 5Standard 5:: Use appropriate tools Use appropriate tools strategically.strategically.Standard 6Standard 6:: Attend to precision.Attend to precision.Standard 7Standard 7:: Look for and make use of Look for and make use of structure.structure.Standard 8Standard 8:: Look for and express regularity Look for and express regularity in repeatedin repeated
reasoning.reasoning.
Requires: Teacher knowledge of mathematics language and content.
Teacher knowledge of how to promote student involvement in mathematical practices.
Shifting students’ focus from “answer getting” to solving problems.
Establishing the classroom environment as a community of learners.
Successfully Implementing the Standards …..
Jackie likes to watch birds find worms for their babies. Red birds can carry two worms at a time. Brown birds
can carry three worms at a time and blue birds can carry five worms at a time. There are 24 worms on the ground.
What might the Standards for Mathematical Practice look like in a
mathematical task?
How did you determine which practice standards matched the
problem? What were the criteria/evidence for selection?
( verbs, actions, etc)
What might the Standards for Mathematical Practice look like
in a task addressing content?
Video Reflection
What instructional decisions did the teacher make that seemed to support
the development of Standards for Mathematical Practice for students?
What did you hear or see in a mathematics classroom that is working
to build the Standards for Mathematical Practice?
Grouping the Standards
Bill McCallum, 2011
Alabama College and Career Ready Standards Initiative
http://alex.state.al.us/ccrs/ Illustrative Mathematics
http://commoncoretools.me/2011/01/16/the-illustrative-mathematics-project/
Inside Mathematics http://www.insidemathematics.org/
Websites
Reflection
1. Are there any aspects of your own thinking and/or practice that our work today has caused you to consider or reconsider? Explain.
2. Are there any aspects of your work with teachers and students’ mathematical learning that our work today has caused you to consider or reconsider? Explain.