Mathematics:
Strengthening the Core
Dave Kennedy
Saint Peter Middle/High School
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning
of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
-Common Core Standards for Mathematics
States which have not (yet) adopted
the common core standards for
mathematics:
•
•
•
•
•
Alaska
Minnesota
Nebraska
Texas
Virginia
Source: ccssmath.org
MCTM Spring Conference Sessions
YEAR
Sessions
(Total)
Focus on Flipped
Instruction
2010
162
0
0%
2011
168
1
≈ 0.6%
2012
170
5*
≈ 2.9%
2013
147
9
≈ 6.1%
*Includes 1 of 2 Keynotes
Sometimes the early
worm gets eaten by
the bird…
Flipped Instruction
• Site visit (Byron, MN) January 2012
• Pilot: One unit in both sections of Advanced
Algebra I (grade 8) March 2012
• “Full” Implementation: both sections of
Advanced Algebra I (grade 8) 2012-13 school
year.
Flipped Instruction: Video Lessons
• Lesson videos (10-15 minutes) for each
section – students given guided notes
packets
- created using smart recorder (built
into Notebook software and Bamboo
tablet)
- housed on Youtube channel
-accessed through Moodle (can check
who has accessed and when)
• Some lessons included a 5-question online
quiz at the end
Bamboo Tablet
Instructor observations about flipped
instruction:
• More class time was available to work with
individuals and small groups.
• Interactions with students were more frequent,
in-depth, and student-directed than in the past.
• Formative assessment was individualized and
nearly continuous during class.
• There was less of a need for review.
Instructor observations about flipped
instruction:
• All parents who responded had positive
comments about flipped instruction.
• Issues arose for some students with viewing
lessons on time, but very few lessons were
completely skipped by students.
Student comments about
flipped instruction:
POSITIVE
• I could pause the notes and
rewind or watch more than
once
• Less time on notes more on
assignments – more help in
class
• Lessons online were quicker
and got to the point
NEGATIVE
• We couldn’t ask questions
during the lesson
• If you didn’t do the notes you
were lost the next day
• Computer troubles
Instructor comments about student
comments about flipped instruction
• Most students were neutral to positive about
flipped instruction – with results somewhat
polarized.
• When asked if the flipped instruction model
involved more out-of-class work…
Sample Question (student survey about
flipped instruction)
• Please use the scale to indicate how
the amount of time you spent (out of
class) for flipped instruction compared to
the amount of time you usually spent on
your work outside of class.
Dot Plot
Collection 1
-4
-2
0
2
4
Q5
Box Plot
Collection 1
-4
-3
-2
-1
0
1
Q5
2
3
4
5
Mathematical Practices
1. Make sense of problems and persevere in solving them.
Mathematical Practices
1. Make sense of problems and persevere in solving them.
RESOURCES
Standards for Mathematical
Practice
Video: “Carol DweckMindset Interview
Video: “The Effect of Praise
on Mindset”- Carol Dweck
Inside Mathematics
Dobbs, David. “Beautiful Brains.”
National Geographic October 2011.
Minnesota STEM Teacher Center