Symphony Math
The Importance of a
Focused Math
Curriculum
Hungary
Latvia
Netherlands
Canada
France
Germany
Japan
Korea
Poland
Austria
Finland
Australia
Norway
Hong Kong-China
Belgium
Iceland
Denmark
New Zealand
Liechtenstein
Czech Republic
Spain
Luxembourg
Macao-China
Ireland
Slovak Republic
Sweden
Switzerland
Source: OECD PISA 2003 database
The Nation’s Report Card
‣
Less than one-third of US students
are at or above the proficient level
for math
-- National Center for Educational Statistics, 2005
US Congress
Protecting America’s
Competitive Edge Act
‣ Designed to raise the
number of math and
science teachers
‣ Seeks to build interest in
math and science
National Center on Education & the Economy
“A world in which routine
work is largely done by
machines is a world in
which mathematical
reasoning will be no less
important than math facts”
Math Now
Similar to Reading First:
‣ Students must receive a “firm grounding in
math and science.”
‣ Courses must be “rigorous enough to
compete with other nations.”
‣ Pledges “early help to students who
struggle with math.”
‣ Creation of National Math Panel
1989 NCTM Topics by Grade
Center for Research in Math & Science Education, Michigan State University
Topics Covered by Top Achieving Countries
Center for Research in Math & Science Education, Michigan State University
1989 NCTM Topics by Grade
Center for Research in Math & Science Education, Michigan State University
NCTM vs Top Achieving Countries
Number of Topics
Grade
TIMMS Test Item
4th Grade
“There are 600 balls in a box,
and 1/3 of the balls are red.
How many red balls are in the
box?”
Changing Course
“Teachers face long lists of learning
expectations to address at each grade
level, with many topics repeating from
year to year. Lacking clear, consistent
priorities and focus, teachers stretch to
find the time to present important
mathematical topics effectively and in
depth.”
-- NCTM Curriculum Focal Points
“A Mile Wide and an Inch Thick”
NCTM Standards create two problems:
1. A long list of objectives suggests the objectives
are the end points -- instead of foundational
components of an integrated and hierarchical
system.
2. The NCTM standards treat all objectives on the list
as if they are of equal importance . . . which is not
true.
Learning Descriptors by State
2006 Grade Four -- Math
# LE’s
Negative Outcomes
NCTM argues that a checklist approach
produces the following outcomes:
‣The need to repeat instruction of key topics
throughout the grades
‣Poor performance in Algebra
‣Poor math understanding by low-income
students
Grade 3 Benchmarks
Grade 3 Benchmarks
Grade 3 Second Trimester
Add and subtract multi-digit numbers
Solve problems based on practical situations
Immediate recall of # facts to 81 (+,-,x)
Recall division facts through 9’s
Divide a two digit number by a one digit number
Select appropriate units of measurement
Measure length, area, volume, weight & temp.
Identify perimeter and area
Use coins and bills to equal given $ amounts
Grade 3 Second Trimester
Round numbers to tens and hundreds
Immediately recall addition and subtraction facts
“ItModel
is acknowledged
that with
and explain multiplication
individual
differences,
some
students
Model and explain division
will
be repeating
ready and
to go
beyond
a
Create
increasing
patterns
particular
benchmark,
and
others
Use patterns to solve problems
may
be
in
need
of
additional
Identify missing terms and numbers in sentences
instructional
support
or
remediation.”
Complete number sentences with (+,-,<,>,=)
Read time to the nearest minute
NCTM Recommends
‣ Instruction should devote
“the vast majority of
attention” to the most
significant mathematical
concepts.
‣ Focus on developing problem solving, reasoning, and
critical thinking skills.
‣ Develop deep understanding, mathematical fluency, and
an ability to generalize.
Florida’s Revised Standards
Grade Four -- Math
# LE’s
Symphony Math