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Curriculum Focal Points

Curriculum Focal Points. Mathematics & Science Partnerships Annual State Coordinators Meeting June 15, 2006. Curriculum Focal Points Charge from the NCTM Board. To develop a document to guide curriculum focus at the district and state levels

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Curriculum Focal Points

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  1. Curriculum Focal Points Mathematics & Science Partnerships Annual State Coordinators Meeting June 15, 2006

  2. Curriculum Focal PointsCharge from the NCTM Board • To develop a document to guide curriculum focus at the district and state levels • To describe a set of 3-5 curriculum focal points per grade that serve as a foundation for a preK-8 curriculum framework

  3. Curriculum Focal PointsThree Lenses – the selection process • Is it mathematically important? • Preparation for further study • Use in applications inside and outside of school • Does it fit with what is known about learning mathematics? • Does it logically connect with the mathematics in earlier and later grade levels?

  4. Janie Schielack, Chair Doug Clements Sharon Lewandowski Randy Charles Paula Duckett Sybilla Beckman Emma Trevino Rose Zbiek, Chair, NCTM Essential Understandings Writing Team Francis (Skip) Fennell, NCTM President Elect, Board Liaison Curriculum Focal PointsMembers of the Writing Team

  5. David Bressoud Bill Bush Joan Ferrini-Mundy Anne Collins Linda Gojak Jeremy Kilpatrick Denise Mewborn Ann Mikesell Jim Milgram Barbara Reys Norm Webb Mike Shaugnessy Norma Torres-Martinez Reviewers

  6. Additional Reviewers - Mathematicians • Susan Addington Yorum Sagher • Richard Askey Marjorie Senechal • Tom Banchoff Maria Terrell • Hyman Bass Virginia Warfield • Jerome Dancis Steve Wilson • William Dwyer • David Henderson • Rodger Howe

  7. Additional Reviewers – Math Educators • Michael Battista Joe Rosenstein • Gail Burrill Susan Jo Russell • Cliff Konold Jan Scheer • Karen Fuson Grayson Wheatley • Glenda Lappan • Mary Lindquist • Johnny Lott • Gerald Rising

  8. Additional Reviewers – Policy Makers • William Schmidt • Cathy Dillender • Steve Leinwand • Debbie Nix • Patsy Wang-Iverson • Iris Weiss

  9. Additional Reviewers - Supervisors • District • Nancy Acconciamessa • John Carter • Eric Hart • Lisa Kasmer • Jana Palmer • Caroline Piangerelli • Kay Sammons • Dorothy Strong • State • Frank Marburger – Pennsylvania • Donna Watts - Maryland

  10. Additional Reviewers - Groups • College Board – via John Dossey • Dallas area – via Dinah Chancellor • EDC – via Paul Goldenberg • Howard County (MD) – via Sharon Lewandowski • LTCAC Committee – via Gregg McMann • D.C. Teachers – via Paula Duckett • AMTE – via Rose Zbiek • MSDE – via Donna Watts

  11. Additional Reviewers – NCTM Board • Jennie Bennett • Cindy Bryant • David DeCoste • Shelley Ferguson • Bonnie Hagelberger • Kathy Heid • Mari Muri • Richard Seitz

  12. FIRST DRAFT – April 2005

  13. Note: title page FEBRUARY 2006 - DRAFT

  14. FEBRUARY 2006 - DRAFT

  15. Consider – from the Preface • Organizing curriculum around focal points, with a clear emphasis on the processes…, and, particularly problem solving… • Immediate uses…stimulate discussion • Long term opportunity…starting point for continued dialogue and discussion…next generation of curriculum standards, tests, and textbooks. • Use them, discuss them, argue about them, refine them. Page ii

  16. Consider – Why Identify Focal Points? • What mathematics should be the focus of instruction and student learning at the PreK-8 level? • A Quest for Coherence provides onepossible response to the question of how to organize curriculum… • …wide variety of mathematics curriculum standards, little consensus (see Reys, et al). Page 1

  17. Number of 4th grade learning expectations per state by content strand Reys, et al, 2006

  18. Consider – What are CFPs? • …represent a set of important mathematical topics for each level… • …organizing structures, key topics, foundations for further mathematics learning… • …situated within applications of the processes one view…, which is different from a set of grade-level mastery objectives.. Page 4

  19. Consider – How Should CFPs be used? • …directed to those who are responsible for development of mathematics curriculum… • This document is presented as an examplefrom which the next generation…might be built. • …identifying for curriculum developers grade level targets… • This document does not include instructional approaches… Page 6

  20. Consider – How related…to PSSM? • …the curriculum focal points are targeted mostly toward content. The mathematical processes described within PSSM are expected to be addressed in the implemented curriculum through…to discuss and validate their mathematical thinking…and apply the mathematics they are learning to solve problems… Page 7

  21. Consider – How related…to PSSM? (cont.) • The integrated nature of the CFPs is highlighted…many relate to more than one content strand. • Connections to the focal points…serve two purposes: • Recognize the need for introductory and continuing experiences related to focal points that may be identified at other grade levels. • Identify ways in which a grade-level’s focal points can be used to support learning in relation to strands that are not focal points at that grade level. Page 7

  22. Why is this important?

  23. Why should NCTM do this? • Curricular Coherence • Need (see next two slides) • Opportunity • National Mathematics Panel • ACI • Math Now – next year • PACE

  24. Recommendations:Specification of Learning Expectations • Identify major goals or focal points at each grade level. At each grade we recommend a general statement of major goals for the grade be stated. These goals may emphasize a few strands of mathematics or a few topics within strands. • …This may also help reduce superficial treatment of many mathematical topics, a common criticism of the U.S. mathematics curriculum. Reys, et al, in press.

  25. Recommendations:Collaborate to Promote Consensus • …states will need to work together to create some level of consensus about important curriculum goals at each grade. • …if states build their curriculum standards from a “core curriculum” offered by national groups such as the NCTM, College Board, and/or Achieve.” Reys et al, in press

  26. And… • Provide guidance and resources for establishing and enacting mathematics curriculum that is coherent, focused, well-articulated and consistent with PSSM (curriculum). • Engage in political and public advocacy to focus decision makers on improving learning and teaching mathematics (advocacy) • Advance professional development by creating a coherent framework of audience-specific products and services (professional development) NCTM’s - STRATEGIC PLANNING OBJECTIVES

  27. The ImportanceofBig Picture Thinking Basic Mathematical Skills (NCSM, 1977) An Agenda for Action (NCTM, 1980) Curriculum & Evaluation Standards (NCTM, 1989)

  28. Questions?

  29. Motion to: • Approve the PreK-8 Curriculum Focal Points as a position of the National Council of Teachers of Mathematics.

  30. Questions Next Steps

  31. Francis (Skip) Fennell ffennell@nctm.org OR ffennell@mcdaniel.edu

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