Math for ALL the Senior Class— Advanced Mathematical Decision Making An initiative of the Charles A. Dana Center and the Texas Association of Supervisors of Mathematics with major funding from Greater Texas Foundation Cathy Seeley Charles A. Dana Center October 8, 2010 What you have… • Student Information Sheet • Frequently Asked Questions • Website: http://utdanacenter.org/amdm Discussion • Write one sentence that describes what it would mean for a student to graduate from high school ‘college and career ready.’ Advanced Mathematical Decision Making • Rigorous, relevant alternative to pre-calculus • Follows Algebra II and Geometry • 4th-year math requirement for non-STEM majors or for workforce training programs • Elective for calculus-intending students • Preparing students for college and careers Advanced Mathematical Decision Making • Statistics, finance, discrete math, modeling with algebra, and geometry • Reasoning, decision-making • Students communicating and presenting • Rigorous, relevant, AND accessible Course Outline 1. Analyzing Numerical Data 2. Probability 3. Statistical Studies 4. Using Recursion in Models and Decision Making 5. Using Functions in Models and Decision Making 6. Decision Making in Finance 7. Networks and Graphs 8. Spatial and Geometric Modeling (planned) 9. Decision Making in Fair Division/Selection (planned) Proposed Suite of TX H.S. Math Courses • Algebra I / Geometry / Algebra II • Math Models With Applications (after Alg. I; before Alg. II) • Pre-Calculus (Alg. II pre-req) • Independent Study in Mathematics: Advanced Mathematical Decision Making • AP Calculus (or IB) • AP Statistics • Concurrent/dual enrollment Take a look inside an AMDM classroom… Kelly Flickinger Bowie High School, Austin ISD View 20-minute classroom video at utdanacenter.org/amdm Creating the course… • Materials High-quality, comprehensive, coherent instructional materials need to be readily available • Professional development Need comprehensive, high-quality professional development • Support Need continuing professional development/support • Community 2009-2010 Pilot • 100 teachers; 87 Texas high schools (2 out of state) • Free pdf files of comprehensive instructional materials (student and teacher materials) • Online web communities (four groups of 25 to 35) • 8 days of professional development throughout the year (3 days summer; 5 days during the school year) • Sessions at summer state mathematics conference (Conference for the Advancement of Mathematics Teaching, July 14-17, 2010 in San Antonio) AMDM Superstars! For 2010-2011 Implementation • Instructional Materials: Revised based on teacher feedback • Professional Development and Support – 10 5-day summer institutes with AMDM-certified trainer teams (TX, MA, RI) – 2 one-day follow-up sessions (flexible) – Increased online support modules • Support through online web communities • Summer follow-up: strand at CAMT (TX Math Conference) (by-demand speakers/topics, sharing sessions) Materials • Teacher Unit Overviews • Teacher Sec3on Planner • Student Ac3vity Sheets • Teacher Versions of Student Ac3vity Sheets • Materials sampler downloadable at: utdanacenter.org/amdm State Board Actions/Implications • July 2009: SBOE chose not to adopt AMDM as Career/Technology course • Left door open for future consideration of AMDM as math course • November, 2010: SBOE asked TEA for independent panel review • TEA tentatively set review for summer 2010 • District option for 2010-2011 school year: – Offer AMDM as Mathematics Independent Study TAC 74.63 b(2), with Algebra II prerequisite, as described in TAC 111.52 From teachers... •I love it. The students are always asking me, “When will I ever use this?” In this course, they can see how they are going to use math. •I find it very interesting and exciting - a breath of fresh air. •Fantastic! I am really excited to reach students who may or may not have had much success in math. I like how justification has such importance in this content. From teachers... “This is the first workshop I have attended that actually models the method for instruction rather than just lecturing while telling teachers not to lecture! My method of teaching other math classes has been greatly impacted by the training for AMDM. I highly encourage teachers to take part in this training not only for this specific course, but also any other course they teach. What a difference it made to me!” AMDM Pilot Teacher Thanks to our working groups… Teachers, Math Supervisors, Curriculum Experts, College/University Mathematics Faculty: • • • • • • • • • • Julie Acosta Stuart Boersma (WA) Sandra Browning Tom Butts Joyce Collett Mark Daniels James Epperson Molly Ewing Kelly Flickinger Greg Foley • • • • • • • • • • Linda Gann Paul Gray Sallie Kay Janes Stephen Maurer (PA) Susan May Bonnie McNemar Maggie Myers Michael Ota Connie Richardson Tricia Rothenberg • • • • • • • • • Rita Tellez Sherri Waddey Pam Walker Carmen Whitman Jim Wohlgehagen Linda Zientek Lana Zimmer Wade Ellis (CA) Dana Center Staff And a HUGE Thank You to Greater Texas Foundation! Contacts Cathy Seeley (AMDM Project Director) cseeley@austin.utexas.edu Molly Ewing (coordinating AMDM institutes) amdm@austin.utexas.edu Pam Walker (leading AMDM materials development) pamwalker@austin.utexas.edu Michael Ota (AMDM online communities) michael.ota@austin.utexas.edu Thanks to Bonnie McNemar for professional development leadership! Advanced Mathematical Decision Making web site utdanacenter.org/amdm