Fourth-year High School
Mathematics Course
Advanced Mathematical Decision Making
An initiative of the Charles A. Dana Center
and the
Texas Association of Supervisors of Mathematics
Sallie Kay Janes and Susan May
October 31, 2008
Thanks to our working groups…
• Julie Acosta
• Sandra Browning
• Tom Butts
• Chris Casey
• Joyce Collett
• James Epperson
• Greg Foley
• Linda Gann
• Sallie Kay Janes
• Susan May
• Bonnie McNemar
• • • • • • • • • • • Michael Ota
Connie Richardson
Rita Tellez
Sherri Waddey
Pam Walker
Jim Wohlgehagen
Linda Zientek
Lana Zimmer
Stephen Maurer (PA)
Wade Ellis (CA)
Other Dana Center folks
Audience/Purpose
• Rigorous, relevant course to follow Algebra II
• Important math not currently addressed
• Assumes some fluency with Algebra/Geometry
• 4th-year math requirement for non-STEM
majors or for workforce training programs
• Elective for calculus-intending students
• Coherent part of PK-12 math program
Proposed Suite of TX H.S. Math Courses
• Algebra I / Geometry / Algebra II
(or Integrated Math I / II / III)
• Math Models (Alg. I pre-req; before Alg. II)
• Proposed Course (Alg. II pre-req) :
Advanced Mathematical Decision Making
• AP Statistics (Alg. II pre-req)
• Pre-Calculus (Alg. II pre-req)
• AP Calculus (or IB)
• Concurrent / dual enrollment
Philosophy/Approach
• Modeling, reasoning, decision-making throughout
• Range of contexts
• Strong financial strand
• Students communicating and presenting
• Projects, extended problems can be strong element
• Appropriate technology to extend mathematical
understanding and allow complex problem solving
Considerations
• Need high-quality, comprehensive, coherent
instructional materials
• Need long-term, high-quality
professional development and training
• Best if AMDM is a state-adopted course
• Must be a coherent part of district’s and
state’s PK-12 program
What the course is NOT
• Remedial
• Computation-focused
• Naked math
(math without outside context)
• Algebra III
• Algebra II louder and slower
• Pre-calculus
Course Outline
• • • • • • • • • • Analyzing Numerical Data
Probability
Analyzing Statistical Studies
Designing a Statistical Study
A Discrete Look at Change
More Continuous Models of Change
Spatial and Geometric Modeling
Networks and Graphs
Decision Making in Finance
Decision Making in Fair Division/Selection
Sample Unit: A Discrete Look at
Change
Section 1: Linear Models
Section 2: Exponential and Logistic Models
Section 3: Cyclical Models
A Discrete Look at Change:
Lesson activity sample
On February 11, 2008, Singapore opened a new observation wheel called the
Singapore Flyer. At the time of its opening, this giant Ferris wheel was the
tallest in the world. (Taller observation wheels will open in Beijing and Berlin
in 2009.) The Singapore Flyer consists of an observation wheel with a diameter
of 150 meters atop a boarding terminal, giving the structure an overall height of
165 meters. Twenty-eight air-conditioned capsules rotate on the outside of the
wheel to provide unobstructed views of the city. The wheel rotates at a constant
rate of 26 centimeters per second. This is slow enough that the wheel does not
need to stop for loading and unloading unless there are special passenger needs.
Sketch a diagram of the wheel on a coordinate grid showing the dimensions
given above. Make a table and graph showing the height of a single capsule
changing as it rotates counterclockwise from the boarding terminal around the
wheel. Show at least 10 well-spaced data points on your graph.
Image courtesy of the Great
Wheel Corporation
Professional Development
• Preliminary thinking on possible offerings…
– 3 days in summer (focus on first semester content
and AMDM course as a whole)
– 2 days during the fall
(focus on 2nd semester content)
– 3 to 5 follow-up days during the year
(half-day or full day,
electronic/online or face-to-face)
– Follow-up summer conference
(by-demand speakers/topics, sharing sessions)
Next steps
• Continue policy work for state (SBOE) approval
• Pilot with materials: 2009-2010
(professional development begins summer 2009)
• Implementation with materials: 2010-2011
(professional development begins summer 2010)
• Shift to self-sustaining, ongoing implementation and
professional development: 2011 and on
(ESCs? Universities? Others?)
Pilot Sites
• Flexible teachers with strong math knowledge
• Commitment to participate in professional
learning experiences
• Willingness to deal with a bit of ambiguity
• Commitment to provide feedback on materials
and professional development
• District commitment to support possible travel
to training site; possible release time
Contact us
Cathy Seeley
cseeley@mail.utexas.edu
Molly Ewing
amdm@austin.utexas.edu
Pam Walker
pamwalker@mail.utexas.edu
Charles A. Dana Center, University of Texas at Austin
utdanacenter.org
Advanced Mathematical Decision Making web site
utdanacenter.org/amdm