Math in the Middle
Experience
Doug Glasshoff
Rural Education Workshop
September 14, 2006
Introduction
Introduction
Education
Centennial
Public Schools - 1997
University of Nebraska-Lincoln
B.S.
Education: 7-12 Mathematics - 2001
Endorsement: Assessment (NAC ‘02) - 2003
M.A. Teaching: Math in the Middle - 2006
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Introduction
East
6th
Butler Public Schools
year as 7-12 Mathematics Teacher
4th year as District Assessment Coord.
Coach
Assistant
Varsity Football
Assistant Varsity Wrestling
Head Junior High Wrestling
Assistant Varsity Track and Field
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Introduction
Why
Math in the Middle?
Masters
Stipends
Learn
more about teaching mathematics
Learn more about middle school
students
Meet other math teachers
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Action Research Project
Action Research Project
Problem
How
of Practice Questions
do students perform in
mathematics courses after exiting the
district?
Can I improve instruction to better
prepare them for college level courses?
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Action Research Project
Literature
Math
Review
is a unique subject in college
Certain
level of prior knowledge required
Many are not entering college with the math
needed to be successful (NCTM, 2000)
Standards
Past
can having a norming affect
- schools taught math deemed important
Now - schools have NCTM standards
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Action Research Project
Literature
Higher
Review
education faculty not consulted
State assessments not well aligned to
skills needed for university success
Conley(2002,
Goal
2003)
should be to enhance the
transition, through collaboration
Bragg(1999)
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Action Research Project
Literature
Achieve
Review
2005
No states require their students to
take courses that reflect real-world
demands
All
students take college prep courses
Attention to content, not title
Align high school with college expectations
Work with college/workplace to get skills
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Action Research Project
Literature
Students
Review
don’t take rigorous courses
especially during senior year
Horn
Level
& Kojaku(2001)
of math courses taken in high
school is significant predictor for postsecondary success
Adleman(1999)
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Action Research Project
Data
collected
Questionnaires
Information
mailed to graduates
about high school education
Collected data about college and major
Questions based on Likert Scale
Surveys
mailed to college professors
Teacher
journal - weekly
Open
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ended response questions
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Action Research Project
Results
Graduate
Questionnaires and Journal
Experiences
depended greatly on students
choice of major and college
Professor
College
Questionnaires
Freshmen lack basic algebra skills
and multi-step problem solving skills
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Action Research Project
Connections
“The
to Literature Review
typical freshman is weak in basic
skills, does not know how to study math,
and have exposure to algebra and precalculus with little retention of the
material.”
(Professor Survey, 4-yr, 30 years)
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Action Research Project
Connections
“Give
to Literature Review
students more responsibility for
their own learning. Some of our students
come here with the idea that attending
class and trying is enough to earn a passing
grade.” (Professor Survey, 4-yr, 27 years)
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Action Research Project
Connections
to Literature Review
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Math In the Middle Experience
While
they have to pass a placement test or
meet prerequisite courses to enter certain
courses, many have significant gaps in their
math skills. For example, it isn’t uncommon for
students in applied calculus not to be able to
solve a quadratic function.”
(Professor Survey, 2-yr, 13 years)
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Action Research Project
Implications
Emphasis
of the Project
on basic math skills
Review materials on a daily basis
Calculus is not a necessary class for ALL
high school students
“Teach
the students the algebra, we can
teach them the calculus.” (Professor Survey)
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What’s Next?
What’s Next?
Individual
Action Plan
Implement
“Habits of Mind” problems
into the curriculum.
Incorporate group work to do more
challenging problems.
Implement more reinforcement of basic
math skills into the curriculum.
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What’s Next?
District
Share
Action Plan
post graduate surveys with other
teachers in the district
Encourage others to get involved with
graduate surveys
Organize committee to analyze data as
the surveys are returned to the district
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Math in the Middle
Experience
Doug Glasshoff
Rural Education Workshop
September 14, 2006