Institute for Advanced Study/Park
City Mathematics Institute
Designing and Delivering
Professional Development
July 13, 2008
Johnny W. Lott
jlott@olemiss.edu
Draft Agenda for Sunday, July 13
5:30
• Introductions
• Review of Agenda for the week
• Reflections for professional development
• Discussion of reading: “The Integration of the School Mathematics
Curriculum in the United States: History and Meaning” by Zalman
Usiskin, In Integrated Mathematics Choices and Challenges, (Sue
Ann McGraw, Ed.). Reston, VA: NCTM, 2003.
• Assign working groups.
–
–
–
–
–
–
7:00
Reasoning from Data and Chance
Exploring Discrete Mathematics
Investigating Geometry
Learning from Teaching Cases
Visualizing Functions
Algebraic and Analytic Geometry
Adjourn
Draft Agenda for Monday, July 14
8:20 Developing Mathematics
Silver King 2, 3
11:00 Reflecting on Practice
Silver King 2, 3
12:00 Lunch
1:00 Working Groups
TBD
3:15: Cross Program: George Hart
Grand Theater
Research Professor, Department of Computer Science at
Stony Brook
4:30 DDPD Meeting
Coalition 4
–
–
5:30
Reflection on day
What is integrated mathematics? An example will be studied in
detail.
Adjourn
Draft Agenda for Tuesday, July 15
8:20
11:00
12:00
1:00
4:30
Developing Mathematics
Reflecting on Practice
Lunch
Working Groups
DDPD Meeting
Silver King 2, 3
Silver King 2, 3
TBD
Coalition 4
– Reflection on day
– Math resulting from curriculum decisions and designing professional
development around the decisions; an example will be taken from The
Classification of Quadrilaterals: A Study of Definition by Usiskin and
Griffin, Information Age Publishing, Inc. Charlotte, NC, 2008.
5:30
Adjourn
Draft Agenda for Wednesday, July 16
8:20
11:00
Developing Mathematics
DDPD Meeting: Sharing practices
Roger Knobel, University of Texas Pan
American
Susana Salamanca, New Mexico State
University
12:00
Lunch
1:00 Afternoon Off
Draft Agenda for Thursday, July 17
8:20 Developing Mathematics
Silver King 2, 3
11:00 DDPD Meeting
Coalition 4
Discussion of “Geometry Between the Devil and the Deep Blue
Sea” by Hans Freudenthal, Educational Studies in
Mathematics 3 (April 1971): 413-435.
Implications for your work
12:00 Lunch
1:00 Working Groups
TBD
3:15 Nick Jackiw, Cross Program
Grand Theater
4:30 DDPD Meeting
Coalition 4
Reflection on day and implications for professional
development
5:30 Adjourn
Draft Agenda for Friday, July 18
8:20 Developing Mathematics
Silver King 2, 3
11:00 Nick Jackiw, KCP Technologies Coalition 4
Perspectives on Integrating Algebra and Geometry
12:00 Lunch
1:00 DDPD Meeting
Coalition 4
Reflecting on the Jackiw's presentation and on the
week
4:30 Next Steps
5:30 Adjourn
Reflecting for Professional Practice
• What are your goals for the week?
– Ones to share
– Ones for you alone
• What does integrated mathematics mean to
you?
– Your program?
– Its relevance to you and your program?
Definition of Integrated Mathematics
• An integrated mathematics program is a
holistic mathematics curriculum that—
– Consists of topics from a wide variety of
mathematical fields and blends those topics to
emphasize the connections and unity among
those fields;
– Emphasizes the relationships among topics within
mathematics as well as between mathematics and
other disciplines;
Definition of Integrated Mathematics
• An integrated mathematics program is a
holistic mathematics curriculum that—
– each year, includes those topics at levels
appropriate to students’ abilities;
– is problem centered and application based;
– emphasizes problem solving and mathematical
reasoning;
– provides multiple contexts for students to learn
mathematics concepts;
Definition of Integrated Mathematics
• An integrated mathematics program is a
holistic mathematics curriculum that—
– provides continual reinforcement of concepts
through successively expanding treatment of
those concepts;
– makes appropriate use of technology.
• Lott and Reeves (1991).
Reading for the Day
• “The Integration of the School Mathematics
Curriculum in the United States: History and
Meaning” by Zalman Usiskin, In Integrated
Mathematics Choices and Challenges, (Sue
Ann McGraw, Ed.). Reston, VA: NCTM, 2003.
Integration by Usiskin
• Using unifying concepts
– SMSG used sets, functions, logic, etc.
• Using merged areas of mathematics
– UCSMP did it with same titles for courses but merged
topics; Functions, Statistics, and Trigonometry
• Using removal of distinctions between areas
– COMAP; the ARISE Project
• Using strands—separate but equal
– Unified Mathematics in New York
• Using interdisciplinary integration
– SIMMS Project in Montana
Where are you?
•
•
•
•
Where is NCTM?
Where is your university?
Where is your state?
Where do you want to be?
References
• Beal, J., D. Dolan, J. Lott, and J. Smith. Integrated
Mathematics: Definitions, Issues, and Implications: Report
and Executive Summary. ERIC Clearinghouse for Science,
Mathematics and Environmental Education. The Ohio State
University, Columbus, OH: 1992, 115 pp.
• Lott, J. W., and C. A. Reeves. “The Integrated Mathematics
Project.” Mathematics Teacher 84 (April 1991): 334-335.
• Usiskin, Z. “The Integration of the School Mathematics
Curriculum in the United States: History and Meaning.” In
Integrated Mathematics Choices and Challenges, (Sue Ann
McGraw, Ed.). Reston, VA: NCTM, 2003.